Please answer the following questions in your peer review.
1. Find the writer's thesis. Use the checklist for thesis statements on p. 9 of The College Guide to make sure the writer has a strong thesis.
2. List the arguments (for, against and counter) used by the author in this paper. Make suggestions for other arguments.
3. Check the organization. Does the author follow the outline provided in class? Try "One More Organizing Option" at on page 15 in The College Guide. (This exercise requires you to write sentences.) Also, use "Your Turn on page 38 of The College Guide to check the writer's paragraphs and transitions.
4. Use the checklist for style "do's and don'ts" on page 39 in The College Guide to check style.6. Do the exercise on p. 46 of The College Guide to check for grammar errors. Look for these 5 and any others you can find.
Wednesday, December 2, 2009
Wednesday, November 18, 2009
Timed Essay Preparation
Here are the websites for next Monday's timed essay:
http://www.dailymail.co.uk/femail/article-419040/Women-talk-times-men-says-study.html
and
http://abcnews.go.com/Technology/story?id=3348076&page=2
http://www.dailymail.co.uk/femail/article-419040/Women-talk-times-men-says-study.html
and
http://abcnews.go.com/Technology/story?id=3348076&page=2
Tuesday, November 10, 2009
Peer Review Paper 4
Just as a reminder, your peer review for paper 4 should focus on style and mechanics. Use the style section in your College Guide textbook (beginning on page 34) to guide you in checking style. Check paragraphing as well as individual sentences. Use the checklists throughout that section. Please do a thorough job and cover all areas listed in the text. Peer reviews are due Wednesday.
Wednesday, November 4, 2009
Making Up for Lost Time
I'm so sorry to miss class this week--I know you are all terribly disappointed. ;0) I'm headed to the doctor today and will be back Monday no matter how I feel.
Fortunately, I think we will be able to stay on schedule for the most part. Please be prepared with your drafts on Monday. Drafts will be required as usual on draft days. Remember, your summary should be approximately two pages: clear, complete, concise and comprehensive.
When you come to class on Monday, I will give you a model for documentation of the source. Then, next Wednesday, we will check them in class.
IMPORTANT: The reading for Monday will be the Tannen essay you read for this week. Please review that and come ready to talk about it. The grammar quiz for Monday will be the one you were scheduled to take this week also.
Please write to me if you have any questions: jrossite@lcsc.edu
Fortunately, I think we will be able to stay on schedule for the most part. Please be prepared with your drafts on Monday. Drafts will be required as usual on draft days. Remember, your summary should be approximately two pages: clear, complete, concise and comprehensive.
When you come to class on Monday, I will give you a model for documentation of the source. Then, next Wednesday, we will check them in class.
IMPORTANT: The reading for Monday will be the Tannen essay you read for this week. Please review that and come ready to talk about it. The grammar quiz for Monday will be the one you were scheduled to take this week also.
Please write to me if you have any questions: jrossite@lcsc.edu
Monday, October 26, 2009
Monday, October 19, 2009
Peer Review Questions Paper 3
Answer the following questions for paper 3 peer review. Please be thorough in your answer. Even if you aren't sure what to tell the writer, offer a suggestion. It is his or her choice whether or not to use your ideas.
After reading the paper carefully, complete the following...
1. Identify all of the comparisons/contrasts examined in the paper.
2. Make a suggestion of two additional comparisons/contrasts that the writer may include. Don't suggest just anything; give the writer an idea that would really add to the content of the paper.
3. Is there a hook? If so, mark it clearly on the draft and make a suggestion for improving it. If not, offer an idea for a new one.
4. Identify the thesis statement. Re-write the thesis for the writer, attempting to make it clearer and more specific.
5. Check the organization by identifying the main idea in each paragraph. You may do this by writing a brief phrase next to the paragraph or clearly marking a sentence you think represents the main idea.
6. Check the paper for a conclusion which ends without giving new information or being too repetitive. Underline any part of the conclusion that you think might be a problem and mark it clearly as such.
7. Attempt to comment on the grammar in the paper. Consider the grammar elements that we have studied in this class. Specifically, look for vague or unclear pronouns or pronouns that do not agree with their antecedent, problems with possessives or plurals, verb agreement and verb tense. Also, look at punctuation; try to identify fragments, comma splices and run on sentences. Finally, look for problems with their, there and they're... with affect and effect... with to, too and two....
8. Look for problem words. Think about those I have marked on your paper. Here are some examples: huge, tons, really, super, lots, a lot, very, things...
After reading the paper carefully, complete the following...
1. Identify all of the comparisons/contrasts examined in the paper.
2. Make a suggestion of two additional comparisons/contrasts that the writer may include. Don't suggest just anything; give the writer an idea that would really add to the content of the paper.
3. Is there a hook? If so, mark it clearly on the draft and make a suggestion for improving it. If not, offer an idea for a new one.
4. Identify the thesis statement. Re-write the thesis for the writer, attempting to make it clearer and more specific.
5. Check the organization by identifying the main idea in each paragraph. You may do this by writing a brief phrase next to the paragraph or clearly marking a sentence you think represents the main idea.
6. Check the paper for a conclusion which ends without giving new information or being too repetitive. Underline any part of the conclusion that you think might be a problem and mark it clearly as such.
7. Attempt to comment on the grammar in the paper. Consider the grammar elements that we have studied in this class. Specifically, look for vague or unclear pronouns or pronouns that do not agree with their antecedent, problems with possessives or plurals, verb agreement and verb tense. Also, look at punctuation; try to identify fragments, comma splices and run on sentences. Finally, look for problems with their, there and they're... with affect and effect... with to, too and two....
8. Look for problem words. Think about those I have marked on your paper. Here are some examples: huge, tons, really, super, lots, a lot, very, things...
Monday, September 28, 2009
Peer Review Questions Paper 2
Please note that some of these questions are a little different from last time. Peer reviews due Wednesday, Sept. 30.
1. Find the writer's thesis. Use the checklist for thesis statements on p. 9 of The College Guide to make sure the writer has a strong thesis.
2. Does the writer use a HOOK? Which kind? Is it effective? If the writer does not use a hook, make a suggestion for a hook that would fit this paper.
3. List (very briefly on a piece of paper or at the end of the essay) the causes and effects discussed in the paper. Are there other causes/effects that you feel the writer should consider? List them as "suggestions" after the causes and effects.
4. Check the organization. Try "One More Organizing Option" at on page 15 in The College Guide. (This exercise requires you to write sentences.) Also, use "Your Turn on page 38 of The College Guide to check the writer's paragraphs and transitions.
5. Use the checklist for style "do's and don'ts" on page 39 in The College Guide to check style.6. Do the exercise on p. 46 of The College Guide to check for grammar errors. Look for these 5 and any others you can find.
1. Find the writer's thesis. Use the checklist for thesis statements on p. 9 of The College Guide to make sure the writer has a strong thesis.
2. Does the writer use a HOOK? Which kind? Is it effective? If the writer does not use a hook, make a suggestion for a hook that would fit this paper.
3. List (very briefly on a piece of paper or at the end of the essay) the causes and effects discussed in the paper. Are there other causes/effects that you feel the writer should consider? List them as "suggestions" after the causes and effects.
4. Check the organization. Try "One More Organizing Option" at on page 15 in The College Guide. (This exercise requires you to write sentences.) Also, use "Your Turn on page 38 of The College Guide to check the writer's paragraphs and transitions.
5. Use the checklist for style "do's and don'ts" on page 39 in The College Guide to check style.6. Do the exercise on p. 46 of The College Guide to check for grammar errors. Look for these 5 and any others you can find.
Wednesday, September 9, 2009
Peer Review Questions
Individual Peer Review Questions
1. Find the writer's thesis. Use the checklist for thesis statements on p. 9 of The College Guide to make sure the writer has a strong thesis.
2. Does the writer's introduction engage the reader's interest? How? Give the writer another idea for beginning the paper that might capture readers' interest. See page 25 of The College Guide.
3. What else might the reader tell us? What questions do you have after reading the paper? Make suggestions for additional content.
4. Check the organization. Try "One More Organizing Option" at the top of page 15 in The College Guide. Also, use "Your Turn on page 38 of The College Guide to check the writer's paragraphs and transitions.
5. Use the checklist for style "do's and don'ts" on page 39 in The College Guide to check style.
6. Do the exercise on p. 46 of The College Guide to check for grammar errors. Look for these 5 and any others you can find.
1. Find the writer's thesis. Use the checklist for thesis statements on p. 9 of The College Guide to make sure the writer has a strong thesis.
2. Does the writer's introduction engage the reader's interest? How? Give the writer another idea for beginning the paper that might capture readers' interest. See page 25 of The College Guide.
3. What else might the reader tell us? What questions do you have after reading the paper? Make suggestions for additional content.
4. Check the organization. Try "One More Organizing Option" at the top of page 15 in The College Guide. Also, use "Your Turn on page 38 of The College Guide to check the writer's paragraphs and transitions.
5. Use the checklist for style "do's and don'ts" on page 39 in The College Guide to check style.
6. Do the exercise on p. 46 of The College Guide to check for grammar errors. Look for these 5 and any others you can find.
Thursday, August 13, 2009
Reading Assignments, Fall 2009
Listed below are the Web links for English 101 reading assignments. Click on the word WEEK to see the reading. That link represents the Web reading for the week. All other links are supplementary and not required.
Keep in mind that weekly textbook readings are not listed here. Use your calendar to find dates and pages for those.
Week 1 "A Shed of One's Own"
Garrison Keillor is a wonderful orator. Watch this quick video as an example.
Week 2 Health Care Reform
Here is a recent news video on health care reform.
Week 3 "You Just Don't Understand"
On the lighter side, check this out.
Week 4 "Million-Dollar Murray"
Week 5 Alive!
This National Geographic site has much to offer: some text about the crash, interviews with survivors, a map of the route. Be sure to look around. Also, you might want to check out the official site here, or even read the book written about the crash, called Alive!
Week 6 Eustace Conway
Watch a video on Eustace
If you find Eustace Conway interesting and want to read more, check out Elizabeth
Gilbert's book, The Last American Man. Here's a interview she did about Conway.
Week 7 Embryo Ethics
Michael J. Fox's view
Week 8 Recovery.gov
You can find the opposite view here.
Week 9 "The Brand"
(You must temporarily allow pop-ups for this one.)
Week 10 "The Feminist Queen of the Middle East"
Watch a recent video of Queen Noor of Jordan here.
Week 11 "Men, Women and Words" This link was broken, but it should be fixed now!
Week 12 "The Naked Face"
Week 13 Twilight Language blog
Week 14 Homosexuality: Nature or Nurture
Keep in mind that weekly textbook readings are not listed here. Use your calendar to find dates and pages for those.
Week 1 "A Shed of One's Own"
Garrison Keillor is a wonderful orator. Watch this quick video as an example.
Week 2 Health Care Reform
Here is a recent news video on health care reform.
Week 3 "You Just Don't Understand"
On the lighter side, check this out.
Week 4 "Million-Dollar Murray"
Week 5 Alive!
This National Geographic site has much to offer: some text about the crash, interviews with survivors, a map of the route. Be sure to look around. Also, you might want to check out the official site here, or even read the book written about the crash, called Alive!
Week 6 Eustace Conway
Watch a video on Eustace
If you find Eustace Conway interesting and want to read more, check out Elizabeth
Gilbert's book, The Last American Man. Here's a interview she did about Conway.
Week 7 Embryo Ethics
Michael J. Fox's view
Week 8 Recovery.gov
You can find the opposite view here.
Week 9 "The Brand"
(You must temporarily allow pop-ups for this one.)
Week 10 "The Feminist Queen of the Middle East"
Watch a recent video of Queen Noor of Jordan here.
Week 11 "Men, Women and Words" This link was broken, but it should be fixed now!
Week 12 "The Naked Face"
Week 13 Twilight Language blog
Week 14 Homosexuality: Nature or Nurture
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