Final Exam Essay

Wow!! The semester has simply flown by. I guess it’s true what they say—Time flies when you are having fun. At least I was having fun this semester, and I hope that you were too. The one of my goals is to create an environment that destresses people concerning the writing process. I hope that you found our 2 hours per week together relaxing. And now what you have all been waiting for—the absolute final paper.

Your final exam essay is to be a reflective paper. In other words, I want you to reflect on the mountains of writing, the forests of grammar exercises, and the deluge of class discussions that we have had this semester and answer the question: What’s the point? In other words, what was the purpose of the activities of the class and how did they help you grow as a writer and become more confident in your writing abilities? Finally, hat are the take aways? How do you feel that this class has adequately prepared you for ENC 1102 and/or the writing demands in your other classes?

Yeah. I know. It’s hard and you have to think, but you can do it. Your essay should be 4-6 pages, have an effective introduction that ends in an appropriate thesis statement. It should cite specific examples and use and identifiable organizational strategy. Finally, because all is well that ends well, it must have an effective conclusion.

Your essay can take any form that you wish and employ any organizational pattern that you feel would be appropriate and effective to convey your ideas.

And so now you’re thinking, wow, there has to be a catch somewhere. So here’s the catch: You will complete this essay completely on your own without any input or editing from me.

This activity is designed to test to see how well you can apply the skills and tools that we have been working on all semester in a completely autonomous way. I look forward to reading what you have to say!!!

Happy writing,

Mrs. M

Due: Your essay is due by Wednesday, December 12 at 10:00 am. You may not submit your essay via email.

Documented Argumentative Paper

Overview

Since we will be killing two birds with one stone on this paper, the directions will be more involved and detailed. As a result, for you to be successful, you will need to follow these directions very closely. If you do, you will find that writing this kind of paper will be easier than you ever thought that it could be. I know that many of you have experience with writing research papers in high school and had to complete note cards and bibliography cards and all that. Who has time for all that? I’m going to show you how to streamline the process. There will be a few things that you will need though.

Materials:

Highlighter

PJC Student ID

Duo Tang Notebook to keep your research together and submit your research and essay for grading.

Reading:

Steps to Writing Well pp 355-406

The problem that most students encounter when writing a researched paper is that they tend to rely on the quotes to speak for them rather than using the quotes to substantiate their argument. Yes, there is a difference. This step-by-step process helps you avoid that tendency.

Finally, because the purpose of the paper and your role as the writer are different than they traditional researched paper, your topic selection is going to be critical. The traditional research paper in high school is designed for you to learn something about your topic and record your learning in the essay—it’s an informative essay. In an informative essay, the research is used to prove that you have learned something. In college, the expectation is different. You will be expected to have enough knowledge of the topic to be able to formulate an opinion about it. As a result, the research substantiates your argument by showing that other, more learned individuals share your opinion. Consequently, as you consider topics, think of things that you know something about. Don’t choose a topic that you have limited experience or knowledge of.

We have already completed steps 1-3 with the problem solution meets causal analysis essay.

Step 1: Choose a topic. Remember that it should be something that you know something about and aren’t researching and learning about for the first time.

Step 2: Decide on a working thesis statement. Your working thesis statement is one that is not carved in stone but is able to change as you write your paper. You may decide that your thesis is too broad for the length of the paper, so you will have to narrow it. Or you may find that your opinion changed a bit and so then you would need to refine your thesis. Hence, we call this preliminary thesis statement a “working” thesis statement.

Step 3: Write a position paper. And now you are wondering what exactly is a position paper? Never fear—I won’t leave you hanging long. A position paper is just what the name implies—It’s an essay in which you present your position on a given subject. In other words, it’s an argumentative essay and it will become the foundation of your research paper. Your position paper should be 3-5 pages in length, have an effective introduction which ends with your working thesis statement, a well-developed body which has a recognizable organizational pattern, and an effective conclusion. I will grade your position paper based on the aforementioned areas.

Step 4: Do research. I’ll give you the class period and be available to help you with research issues on Mon 12/3. During that time, I will show you time saving tips concerning efficiently finding what you need when you need it and the various resources available to you. You'll need to find 10-12 articles that deal with your topic in some way. The articles can be historic in nature--provide an overview of the problem, discuss solutions that have not worked in the past, suggest a new solution that has yet to be tried. If I were doing research, I would find articles evenly distributed among the sections of the paper.

Step 5: Prepare an annotated bibliography using the 10-12 sources that you found during your library research time. An annotated bibliography is an alphabetical list by author (if the article has not author, use the first word of the title and place it in the list in the appropriate alphabetical spot) of sources that you might possibly use in your research paper. The Each entry has an annotation, or brief summary (2-3 sentences), that explains what the article is about and why it might be useful to you in your paper as you develop your argument. Here are sample annotated bibliography entries:

Prager, Emily. "Our Bodies, Ourselves." The Bedford Reader. Ed. X. J. Kennedy, Dorothy Kennedy, Jane Aaron. Boston: Bedford/St. Martin's Press, 2000. 288-290.

This article deals with the ways Barbie dolls have influenced generations of women’s body images. She presents such arguments as the emasculation of Ken, Barbie’s disproportionate, unrealistically shaped body, and points out that some could even consider her a liberated woman.

Sontag, Susan. "Women's Beauty: Put Down or Power Source?." 75 Readings: An Anthology. Ed. Santi Buscemi, Charlotte Smith. New York: McGraw Hill, 2007. 91-94.

Sontag argues that it is virtually impossible to be considered beautiful and effective or competent at the same time. She points out that women, who are traditionally seen as the weaker sex are the only ones that can be described as beautiful. In addition she looks to Christianity as a source of the dichotomy between outward and inward beauty.

The above entries are color coded for a purpose. The information in gold is the bibliographic information. Bibliographic information is the road map, if you will, that leads someone else to be able to find the exact same information that you did in putting together you paper. It includes the author's name, title of the article, where it was published originally, the place of publication, date of publication, etc. To make your life much easier, there is a website that will help you make sure that you have the bibliographic information properly formatted: http://citationmachine.net/. You will choose "MLA." Click on "(more resources)". Then Choose "Work from a Subscription Service Accessed through a Library - one or more authors." At this point you will get a form to fill-out. Include as much information as possible from the articles and then click "submit." The information you provide will be automatically formatted and all you have to do is copy and paste it into your word processing program and make it look like the sample one I have given you.

Step 6: Integrate your research into your position paper as you revise and hone your argument using the proper documentation format. I will show you exactly how to do that as we progress through the assignment. There are three ways that you can integrate source material into your essay.

1. Summary: You can summarize one or more than one article. This is particularly useful when you are providing an overview of an issue. In a summary, you hit the high points of the author or authors' argument. At the end of the summary, you provide a parenthetical citation like this:

One article by one author: (Jones)

One article by more than one author: (Jones, Smith, Wesson)

More than one article: (Jones; Smith; Wesson)

Notice the difference in punctuation. Commas between the names means that they authored the same article; semi-colons different articles

2. Paraphrase: In a paraphrase, you put something the author said in your words, changing not only the vocabulary but also the sentence structure of the original. In other words, you can't just plug-in a few synonyms and call it a paraphrase. At the end of your paraphrase, you also need a parenthetical citation as with a summary.

3. Direct quotation: When you find a statement or statements that perfectly fit your argument and help support your position, you would copy that information word for word in to your paper placing quotation marks (" ") around that information and a parenthetical citation at the end.

As you begin to integrate source material into your essay, you need to think of it as adding a new paragraph to your essay. You wouldn't just stick a new paragraph in your essay without making sure that it makes sense where it is placed and that it doesn't interrupt the flow of the essay. You make sure to use transitions and show how it is connected to what is being said at that point in the essay. The same is true with source information. You have to integrate into your essay rather than just picking a place an plopping it in. So here are the steps you should follow in incorporating source material into your essay:

Introduce the source material in some way. You can suggest what the reader is supposed to get from the source information. If it is the first time that you are using a source, include the author's name and the title of the work in your introduction. Here's a sample:

John Jones argues that 16 is to young to receive a drivers permit in "Sweet Sixteen and a Deadly Killer." He points out that "due to emerging brain research, it has been proven that the part of the brain that controls impulses is not fully developed in 16 year-olds" (15). Because a person at sixteen is more impulsive than a 21 year old, we should consider issuing graduated drivers licenses which give drivers increasing responsibility and privileges as a driver.

The garnet portion is the introduction of the quotation (your text calls this portion a signal phrase). It sets the reader up for the quote. The purple portion is the actual information from the source material. Notice that the number in the parentheses comes before the period and it is the page number that the information can be found on. Most of your articles will not have page numbers, so the author's last name, if there is one, or the title of the article should go in the parentheses. Finally, the information in blue is the transition back into your argument from the source information.

In addition you will need to include a works cited page. A works cited page alphabetically lists only those articles that you included information from in your essay in the proper format. Again, I will show you where to find that information and how to use it. Information concerning integrating research and documenting research can be found on the following pages in the following textbooks.

Steps to Writing Well pp 355-406

Notate Bene: When you turn in your final draft, you will turn in everything—your position paper, copies of your research, final draft of your essay. Part of your grade, as you will see from the following rubric, will be for the process. In other words, did you successfully follow the directions?

Class Assignment and Homework Assignment

Special Note: There are two assignments contained in this post--one is an in class assignment and one is a essay assignment

Part I: For class today:

We have been building on writing skills as we have merrily trotted through the class. However, with this last essay, we are going to be combining organizational patterns and melding them into one essay. Never fear, I will not leave you wondering blindly in the compositional wilderness. As always, I have a few activities planned and have clearly laid out the assignment in easy to follow, step-by-step directions. All you have to do is follow directions and you will be in great shape. We've already taken the first step with the Causal Analysis essay we have just completed. The next step will be embedding our causal analysis paper into a problem solution essay. To that end, you have a reading assignment to do:

Read the chapter in your text book called "Chapter 13: Writing Essays Using Multiple Strategies." There are two essays in that chapter--one a professional essay and one a student essay. Read them both, but answer the "Questions on Content and Style" that follow the professional essay. Turn your answers in via email as an attachment before midnight Wednesday November 14th.

Part II: Essay Assignment Due by midnight Wednesday, November 22, via email as an attachment:

Problem Solution Meets Causal Analysis

On the surface, this paper seems like a lot to accomplish. However, these two modes of writing go nicely together. In order to effectively analyze a given problem, writers really have to discuss the causes of the problem and describe the impact that problem has on a given group of people—that’s the causal analysis portion of the paper. Really, it’s impossible to write a problem. Ultimately the purpose of this kind of essay is to not only help your reader realize that something is a problem, but also to join you in doing something about that problem.

Before you write:

• Decide on a topic. You may stick with the topic that you used for your causal analysis essay or you may choose another topic if you wish. However, your topic selections is going to be key with this paper, more so than any other paper we have written. You will have to make sure that you know enough about the topic without doing research that you can fully develop your ideas. There are going to be topics that are off limits. They are abortion, capital punishment, legalization of any controlled substance.

• Organize the information concerning your topic according to the following sample outline.

General Outline

1. Introduction and thesis. Your thesis needs to indicate the kind of essay you are writing as well as include an opinion.

Sample Thesis: Academic dishonesty has become so prevalent and so easy with the increases in technology in recent years. However the real problem is that most students don’t realize that they are being academically dishonest and need to be educated so that it never becomes an issue.

2. The history of the problem

   1. Explain clearly what the problem is and how it has developed over time into a problem for us today.

   2. Give examples of the problem

   3. Explain the causes of the problem (Causal analysis)

   4. Discuss who the problem affects and the effects it has on them (Causal Analysis)

1. Transitional paragraph. This paragraph functions much the same as the transitional paragraph in the block style comparison contrast essay. In this essay, it moves you from a discussion of the problem into a discussion of the solutions. As a result, it acts as a mini conclusion to the problem section and a mini introduction to the solutions section.

2. Solutions—You need three plausible, realistic solutions, and you need to save the best solution for last.

1. Solution #1

   1. Describe the solution

   2. Evaluate the solution

   3. What are the benefits of the solution—in what ways will it work?

   4. What are the limitations of the solution—in what ways won’t it work?

   5. Based on your evaluation, explain what circumstances are necessary for this solution to be effective.

2. Solution #2

   1. Describe the solution

   2. Evaluate the solution

   3. What are the benefits of the solution—in what ways will it work?

   4. What are the limitations of the solution—in what ways won’t it work?

   5. Based on your evaluation, explain what circumstances are necessary for this solution to be effective.

1. Solution #3

   1. Describe the solution

   2. Evaluate the solution

   3. What are the benefits of the solution—in what ways will it work?

   4. What are the limitations of the solution—in what ways won’t it work?

   5. Based on your evaluation, explain why this is the best solution.

1. Conclusion—In your conclusion, you are going to have to use the call to action method of conclusion (#4 on p 83 in Steps to Writing Well) because, in writing this essay, you are hoping to get people to join you in solving this particular problem.

As you write:

• Visualize your audience—picture the person you are writing this essay for.

• Keep in mind the needs of your audience—what are you trying to communicate through this essay? What does your audience need you to do to be able to visualize what you are describing? What does your audience need you to do to feel the sensations that you want them to feel?

• What background information does your audience need to understand the context of the situation?

• Make sure that you clearly define the problem, discuss the causes and effects, and offer plausible solutions

• Include description and figurative language (pp 310-311 in Steps to Writing Well)

• Be sure to use sensory details

• Make sure that you have an introduction which contains a thesis statement and a conclusion to the essay. Your introduction should use an identifiable introduction strategy.

The writing assignment:

Write a 6-8 page essay in which you define a problem and offer solutions to that problem. Your essay could be humorous or serious. As always, your essay will be better if you write what you know or something you know a great deal about. Please avoid topics about soccer, boyfriends, girlfriends, spouses, significant others.

Hand-outs: 11/7/07

Due by midnight, Wednesday, November 14, 2007 via email

Essay #5—Causal Analysis Essay

Cause and effect relationships are something we learn as very young children: If I break mommy’s vase, she will be mad. If I throw a temper tantrum, I get put in time-out. If I touch a hot stove, it hurts and I have a boo boo. However, as we age and mature, those relationships get much more sophisticated and we need to be able to discuss them. For example, what happens if you get a speeding ticket? There’s no, one, single effect of that one action. It’s a much more complex issue. The goal of exploring this way of organizing an essay is to become more adept at discussion the causes and effects of those more sophisticated issues that we confront every day.

Before you write:

• Review pages 263-265 in Steps to Writing Well.

• Decide on a topic. If you are having trouble thinking of a topic, there is a list of potential topics in Steps to Writing Well.

As you write:

• Decide on your purpose for writing—that is what is the main point of your essay? Decide which item of comparison is the preferred one and make that clear in your thesis.

• Organize your ideas—use some sort of invention strategy (brainstorming, clustering, free writing, etc)

• Visualize your audience—picture the person you are writing this essay for.

• Keep in mind the needs of your audience—what are you trying to communicate through this essay? What does your audience need you to do to be able to visualize what you are describing? What does your audience need you to do to feel the sensations that you want them to feel?

• What background information does your audience need to understand the context of the situation?

• Make sure that you present the causes and analyze the effects.

• Include description and figurative language (pp 310-311 in Steps to Writing Well)

• Be sure to use sensory details

• Make sure that you have an introduction which contains a thesis statement and a conclusion to the essay. Your introduction should use an identifiable introduction strategy.

The writing assignment:

Write a 5-7 page essay in which analyze the causes and effects of an issue or situation. Your essay could be humorous or serious. As always, your essay will be better if you write what you know or something you know a great deal about. Please avoid topics about boyfriends, girlfriends, spouses, significant others.

Reading Log #11

Sorry we missed each other yesterday. I was running just a few minutes late, had to get gas in my daughter's car as we had to swap cars for the day and it was below empty, and had to fight with the copier once I got there to get the assignment copied that I had hoped to do with you yesterday. It's all good though because you can be better prepared for it by completing the following assignment for homework.

Find the section titled "Strategy Six: Development by Causal Analysis" in your text book on pp 263. Read that section, paying attention to the things you should do and should not do as you read the section. Then read the professional essay by Barbara Kingsolver's "How Mr. Dewey Decimal Changed My Life" on p. 691 in your text. Then identify each of the elements on the "should do" list in the essay and provide examples of them in your post. For example, the first tip is to provide a reasonable thesis statement. You would then determine what the thesis statement of Kingsolver's essay is, write it down, and then explain why you think it's reasonable or not. Do that for all of the tips.

Wednesday's Class--10/24/07

I am sorry that I was not able to meet with you today. Here is what we would have completed in class had I been there. Please complete both assignments and submit them via email by midnight October, 24, 2007.

Your comparison/contrast essays are still due. Turn them into Mrs. Bigelow in building 4200. She will put them in my mail box.

Assignment #1
Types of Love


An almost infinite variety of types of love exists. The love of parents for their children is different from the love of brothers for their sisters, of wives for their husbands, of kids for their pets, and on and on. Choose two people in your life whom you love and write a 2 page essay explaining how your love for each of them is different. Be sure to complete a comparison table and an outline. Submit your planning and essay via email as an attachment.

Assignment #2
Grammar Editing

Directions: All of the following sentences have one or more errors. Find and correct the errors in each sentence.

When dad took Carlos and I to the Trevor museum last week we saw a painting titled The roaring Twenties.

Although I dont know weather it was painted in the 20s or not, it sure looked like it could have been.

In the 1920s—when life for some was lighthearted, outrajous, and indulgent—came to be know as the jazz age.

The novels of F. Scott Fitzgerald—This Side of paradise, Tender is the night, and The Great Gatsby—describes that era.

Anyone interested in the Jazz Age should read Tales of the Jazz Age, they will find the madgority of the stories most illuminating.

The stories acknowledge that victorian principals, which dominated the country until then were dying quick.

Each of the stories, in my judgement, explore familiar Fitzgerald themes such as the search for romance the lure of money and that doom is near.

The protagonists of The Diamond as big as the Ritz, a fantasy are students at a prestijious school.

Have your read “Woman with a Past,” asked ms. Harris, “that story really impressed my friends and I when we were your age.”

“I wish I read more stories before I read the novels,” answered Tawanna, “I would of gotten more out of the novels.”

Dont some writers try to expose evil, is’nt reform their primmary goal.

Upton Sinclair for example was a writer whom fought tennaciously for ordinary peoples’ rights.

Written in 1906 Sinclair’s novel The Jungle for instance, is the grim story of Jurgis Rudkus a Slavic immigrant who poverty corrupts.

He works in the stockyards of chicago where they use primmative methods of food preparation and subjects workers to terrible labor conditions.

The worker’s houses, which they love at first were constructed too quick and cheal, however the buyers are trapped.

Wore down by the brutal conditions Ona, Jurgis’s wife loses her ambition her hope and finally her life.

Those sort of book sometimes have a powerful affect on contemporary readers, The Jungle for one. Caused a sensation.

To show his concern president Theodore Roosevelt invited Sinclair to the white house for discussion, analysis, and to plan.

Which of the abuses shocked readers most, the revolting conditions in the meatroom or treating workers so shabbily.

Well one of the results were the passage of the pure food and drug act of 1906.

Extra Credit Opportunity

Want Extra Credit points? Have I got a deal for you!!

Attend the presentation by Dr. Delaino (PJC President) on Wednesday at 10:30. Not only do you get a chance to see, hear, and ask any burning questions you have of the president, but you also get free lunch. The festivities take place in the commons (email me if you don't know where that is). Find me so that you will get your 10 extra credit points.You'll have a new blog to reply to tomorrow.

Readiong Log #10

I've been reading through your papers that we have completed in class. I'm proud of the effort that many of you have put into writing, and as I looked around the class, it seemed that the majority of you enjoyed the two activities. While I know we have not yet completed the "Snack Foods" activity, I think that you can effectively answer the reading log entry for this week.

Of the two essays that we have written in class, “Me Vs, You” or “Snack Foods,” which one did you find easier to write? Why? What does that tell you about the importance of topic selection and selecting the organizational pattern for an essay?

Happy writing--

Mrs. M

Class 9/26/07

Illustration Planning Exercise:

Toapply all the concepts and skills that we discussed in class on Monday and you read in your text, we will complete the following exercise. In this exercise, you will draft an effective thesis statement, an introduction using one of the introduction strategies we have learned, three body paragraphs that rely on specific relevant examples for support, and a conclusion. Remember that a thesis statement is not a statement of fact ( ie. “There are many reasons for X;” “I will be explaining why X is Y;” etc.). A thesis statement is something that is provable and that you will prove through your essay (ie. X is an excellent example of Y because of A, B, and C.) Your introduction should effectively introduce not only your topic but also your thesis statement, the specific point you are going to make in your essay. Your thesis statement should be at the very end of your introduction. As you develop your body paragraphs, be sure to use the skills we have already learned—description and narration and use good, specific examples. Finally, your conclusion should effectively sum up your paper in a single paragraph. It is your last chance to let your reader see your point of view and convince them to view the situation as you do. What follows is an outline that you will turn in with the draft of your essay by the end of class. You can copy and paste it into word. This exercise will count as both a quick write and quiz grade. After you complete the outline, write your essay. Your outline and essay are due on Wednesday, October 3, 2007.

Here's your Outline:

Topic: p185 in SWW. Use the one you picked for homework on the previous blog/

Introduction strategy you will use:

Introduction: Revise the one that you submitted for your blog--it should be about 1/2 a page long and end with your thesis

Body Paragraph #1
Example #1
Example #2
Example #3

Body Paragraph #2
Example #1
Example #2
Example #3
Body Paragraph #3
Example #1
Example #2
Example #3


Conclusion--revise the one that you submitted for homework.

Mrs. M

Reading Log Entry #6

Reading Log Entry 6: On page 185 is a list of topics, choose one and write three possible thesis statements. Choose your best one and then write an introduction and a conclusion using one of the strategies that you learned from the reading

Class Discussion 9/17/07

I am sorry that I can't be with you in person today. My two-year-old son is sick and running a fever. He's been up since 4 o'clock this morning. But thank you for your patience and understanding.

Descriptive writing is a stepping stone. Mastering that skill helps you add the details to you writing that gains and sustains your reader's interest and helps the readers see, feel and think the way that you do. To begin moving from a focus on descriptive writing to a more essay type writing, we need to do a few things. And here are your tasks to accomplish in class today and as homework, if you need to:

1. In your text book, the authors discuss the qualities of a good narrative essay. What are they and how are they the same and different from a descriptive one.

2. A good narrative essay has a central point. Literary types call it a theme. Here is a link for a short story:

http://www.courses.vcu.edu/ENG200-dwc/hughes.htm

Based on the information in the text, elements of a short story does he employ? What is the central point of the story? What details support that? Do you feel the story was effective or ineffective? Why?

3. Email this as an MS word attachment to cmcguire@pjc.edu: Below are ten (10) topics that will result in a narrative essay. Choose one (1) and write a 1-2 page narrative essay. Be sure to use sensory details, descriptions and dialog.

NARRATIVE ESSAY PROMPTS

1. [Being Unprepared] Because you have been sick, out of town, busy at work, or working on other homework, you didn't have as much time to study for an important test as you needed. Everyone going to school has been in this situation. Think of a specific test that you took that you felt unprepared for and narrate the events. Tell your readers about the preparation that you were able to do, the reasons that you didn't get to prepare as well as you wanted, taking the test, and any significant events that happened after you took the test. Your paper should help readers understand what it felt like to be unprepared.

2. [Lightbulb Moment] Think of an experience when you realized that you suddenly understood an idea, a skill, or a concept you had been struggling with -- it might be something related to a class that you took or a specific athletic skill you were trying to perfect. For instance, you might think about trying to understand how to identify iambic pentameter in a poem or how to complete a Taylor Series problem in your Calculus class. Or you might consider trying to perfect your free throws and suddenly understanding how your follow-through was affecting your success. Write a narrative that tells the story of your movement toward understanding. How did you finally come to understand? What changed your perceptions and gave you a new understanding? Your paper should help readers understand how you felt to struggle with the idea or skill and then to understand.

3. [Childhood Event] Choose a vivid time from your childhood -- You might think of the first time that you rode a school bus, of a time when you went to the principal's office, the first A you earned on a test or paper, earning money to buy something that you really wanted, and so on. Narrate the events related to the childhood memory that you've chosen so that your readers will understand why the event was important and memorable.


4. [Achieving a Goal] Think of a time when you achieved a personal goal -- you might have finally completed a marathon or triathlon, or you might have bettered your score on the SATs or another test, or you might have learned how to use a piece of software like Microsoft Word or Excel. Tell your readers about the story of how you met your goal. Be sure that your readers understand why the goal is important to you.

5. [The Good and the Bad] Think about an event in your life that seemed bad but turned out to be good. Maybe you got injured and while you were waiting for your broken leg to heal, you learned how to use a computer. What makes the event change from bad to good may be something that you learned as a result, something that you did differently as a result, or something that happened that wouldn't have occurred otherwise. Tell the story of the event that you experienced and help your readers understand how an event that seemed negative turned out to have valuable consequences.

6. [Being a Teacher] Teaching someone else how to do something can be rewarding. Think of a skill that you've taught someone else how to do. Perhaps you taught someone else how to swim, showed someone how to bake a souffle, or helped someone learn how to study more effectively. Think about the events that made up the process of teaching the skill, and narrate the story for your readers.

7. [Changing Places] Every place has things that change -- sometimes as the result of economics, sometimes because different people are involved, and sometimes for no clear reason that you know about. Think of a change to a place that you know well. Perhaps the local grocery store you grew up with as Smith and Bros. Grocery was bought out by a regional chain like Food Lion or Winn Dixie. Maybe the First National Bank of Smithburg suddenly becomes NationsBank. Perhaps the change was more personal -- an older sibling moves out of the house and your family changes the room to a guest room or an office. Think of a specific change and narrate the events that occurred. Readers should know the details of the change, and they should know how you feel about the changes that occurred.

8. [Personal Rituals] Describe a personal ritual that you, your friends, or your family have. Think about the personal steps that you always go through when you prepare for an exam. Do you sit at a desk, spread books and notes across your bed, or use the kitchen table? Do you have to have something to drink...soda, water, jolt? There are numerous things that we do for which we create our own personal rituals. Choose one event -- studying for a test, writing a paper, dressing and warming up before a game, or preparing and having a special family meal. Narrate the events that take place when you complete your ritual so that your readers understand the steps that the ritual includes and why you complete them.

9. [Standing Up] Choose a time when you did something that took a lot of nerve, a time when you didn't follow the crowd or a time when you stood up for your beliefs. Perhaps your friends were urging you to do something that you were uncomfortable with and you chose not to cave into peer pressure. Maybe you took a stance on a political issue that was important in your community, or you might have Whatever you choose, think about the details of the event and write a story that tells about what happened. Your narrative should show your readers why you decided to make a stand or try something that took nerve, give specifics on the events, and share how you felt after the event.

10. [Disagreeing] Think of a time when you disagreed with a decision that had been made and did something about it. The decision might have been made by someone you know personally -- your Biology teacher announced a new policy to grade for spelling and grammar on your quizzes and homework, or an older family member decides to cancel a subscription to a magazine that
you liked to read. You might have responded by discussing your concerns with your principal or dean, or you might have decided to get a part-time job to earn enough money to buy the magazine yourself. Or the decision could have been made by someone you never met -- perhaps your school board decided to change the lines in your school district so that you would have to go to a different school, or your state legislature has passed a bill that you disagreed with. Your response might have been to write a letter to the editor, to your state representative, or to the school board. Whatever happened, your job is to write a paper that narrates the events that occurred -- from the decision that was made to your response. Be sure that your paper gives enough details that your readers understand why you disagreed with the decision and why you felt that your response was appropriate.

Reading Log Entry #4

I've enjoyed looking at your monsters and seeing how closely your own drawing matched the drawing based on your description. As we discussed in class, the point of that little activity was to underscore your responsibility as a writer. It is your job to help your audience see what you see and experience things that you experience. So, as we begin discussing your next reading log, I'd certainly like for you to keep our experience with "monster writing" in mind.

In addition, your text talks about what effective descriptive essays need--it gives you a list of do's and don'ts. So based on the monster writing experience and the information in the text, answer the following questions:

Of the sample descriptive essays, which did you like the best? Why? What were you favorite visual images?

I look forward to your posts!

As always, Happy Writing--

Mrs. M

Reading Log #3

Many of you mentioned that one of your biggest hang-ups when it comes to writing is not know what to say or how to say it. Others of you mentioned that you over think the essay and can't get down to the actual writing of the essay because you're over analyzing it. For me, I have to have a clear picture of where my essay is going and how I'm going to get there before I even start to write. I'd like to tell you that I sit down and create an extensive outline or do some other pre-writing strategy every time before I write a piece. However, I do organize my thoughts mentally, and I often do jot down an outline depending on the kind of writing that I am doing. The bottom line is this: through practice and experience writing, I have learned the things that help me most when generating and organizing ideas for something that I am writing. And one of my goals for this class is for you to learn what works for you so that you can take it away with you and use it as you need to in other writing situations.

So here's your next reading log:

Reading log entry 3:
From your reading assignment in the text, pick a pre-writing strategy that you’ve not used and use it to plan your descriptive paragraph. What did you like about the pre-writing strategy? What didn’t you like? For this posting, you do not have to post the plan for your descriptive paragraph. Just identify the pre-writing strategy you used and talk about what you liked or disliked about it.

As always, you can generate your own post or reply to someone elses.

Happy writing,

Mrs. M

Reading Log #2

This isn't really a reading log--yet. I'm still in the "getting to know you" phase. All the activities we've done so far have had three goals: To get you comfortable with me and each other, to get your writing juices flowing, and tell me some things about you personally and your writing strengths and experiences. This one is no different and it is the third and final installment in that endeavor; I promise.

So, here ya go:

Reading Log #2
What do you hope to gain from this class? What “hang-ups” do you have about writing

Next week, we're going to be getting into our first "real" writing assignment as we begin discussing descriptive writing techniques. Shhhh. Don't tell anyone, but what we're really doing is creative writing. And yes, expository writing can be creative too. If you incorporate a few well placed cretive writing techniques, your writing will come to life and increase your reader's interest in it.

In case you missed it, the writing assignment that you need to get done is found on your schedule, but, because I'm the nice person I am, I'm including it here too. Be sure to read the following pages in your textbook: pp 3-29, 307-323, 587-592

As always, if you have a question or need help call me, email me or send me a text message.

Happy writing.

Mrs. M

Welcome to Mrs. McGuire's English Classes

So, by now, you've met me and met your classmates. And you know a little bit more about them than you did when you walked into class. That's all good. But I'm sure that you are still a little nervous about what's going to happen in the class and how you're going to get all the work done. So for your first posting to the blog, I want you to do two things. First, read the article at this website: http://genealogy.about.com/b/a/112029.htm and then follow the links to find out about the meaning of your name. Then, tell us about your name and whether you agree with the claims that the article makes.

Because I will never ask you to do what I am unwilling to do myself, I'll begin the discussion. Here's what I've discovered about my name, Chaun Louise Came:

Confident in yourself with a strong mind and creative flair you have the ability to apply your ideas to practical purposes. Your wisdom and balance means that others seek you out for counsel and guidance. You set high objectives for yourself based on your idealism and then achieve them with boundless energy and determination. You are loved for your understanding and positive attitude to life.

As I read through this, a couple key words jump out at me--"strong mind," "ability to apply your ideas to practical purposes," "others seek you out for counsel and guidance." If "strong mind" means stubborn, that I am. I have been accused of being stubborn all my life. My father's favorite saying was that I was as stubborn as a bull moose. Having never met one personally, I can only imagine just how stubborn one is if he is anything like me. In addition, I am very practical. I think that shows in my teaching style. I look for ways to take the abstract information I have to teach and present it in a hannds-on, practical way. In my opinion, if it's not useful then it's not worth spending time with. Finally, I am one of those people who could be visiting a city, sitting on a park bench, and a total stranger will begin telling me their life's story, and they ususally begin the same "I don't know why I'm telling you all of this. . . ." People generally feel comfortable talking to me--not that I can or try to solve all problems--but I listen.

While this is much like a horoscope in that it is very general, there are some kernels of truth concerning my personality in there. And while it doesn't change who I am, it underscores how I perceive myself and lends credence to some of the things that I have heard all my life about my personality.

Now it's your turn. Have fun and be sure to tell me whether this assignment is a keeper or a loser.