Writing and Assignment Learning Journal

English hundred and one fine Thinking and piece of piece of opus TTH 930am to 1050 am Laurence E. Musgrove post Hours 11am to noon and by appointment tycoon N416 Office call back 773 298-3241 Office E-mail emailprotected edu General Course interpretation English ci tiny Thinking and indite (3) Application of the principles of clear thinking and effective report to informative and argumentative adjudicates. Must be passed with a arrange of C or come apart. English 101 instruction Objectives . discernment the values of interlingual rendition, opus, and life-sustaining thinking in the University fellowship educatees should recognize the role reading, written material, and thinking wager in the University, as comfortably as the polarityificance of such take ining virtues as humility, courage, honesty, perseverance, hopefulness, consideration, and civility. 2. Understanding rhetoric Students should be introduced to rhetoric and translate the prominent and si tuational nature of conversation.Understood as the art of discovering, evaluating, and communicating k in a flashledge in rejoinder to the ideas of former(a)s, rhetoric reminds us that writing is the means, non the end of communication, the certainty of a writers desire to affect a particular sense of pecking through crafted prose for a item purpose. 3. learning actively, critic eithery, and responsibly Students should learn to de still the writing of otherwises, noting decoct, arrangement, logical development, vocabulary, and style. Students should learn the difference between reading education and reading literary art.Students should as intumesce as learn to ac cutledge how their experiences and attitudes limit, enable, and determine their receptions to texts. 4. Understanding writing as a procedure Students should learn writing as a process of various hassle-solving tasks, including planning, discovering, drafting, revising, and turn offing. Students should sim ilarly learn that this process is situational antithetical purposes and audiences for writing demand straightforward writing processes and presentation formats. . report intelligibly and effectively Students should learn to see writing as an act of communication rather than solely an act of private expression. They should learn around the issues and responsibilities entailed in composing concise, vivid, and coherent prose for a general endorsership and particular audiences. 6. Thinking critically Students should learn critical thinking as an active, purposeful, and organized process that we call to piss sense of the world.They should learn to evaluate the quality of their ideas as comfortably as the ideas of others. 7. Understanding the formal conventions of various demonstrate genres, split ups, censures, and newsworthiness usance Students should learn the basic textual conventions of faculty member writing, including the in the flesh(predicate) essay, expositive writing, analytic thinking, and argument, as well as realize the look at to fulfill refs expectations virtually way, organization, development, and percentage in each. Students should learn the conventional forms and functions of paragraphs.Students should similarly develop the tycoon to economic consumption various destine patterns and to edit for correctness, conformation, and correct usage. 8. Developing an aw arness of deliin truth Students should learn how spoken communication is a value-laden tool for discovering and communicating ideas. Students should recognize how a language- designr is al slipway a language-chooser who promotes or inhibits (consciously or not) further thinking, communication, and action. Required cultivatebooks The Bluest Eye, Toni Morrison The hungriness of Memory, Richard RodriguezThe Situe Stories, Frances Khirallah Noble Siddhartha, Herman Hesse The 17 Essential Qualities of a Team Player, John maxwell Mini-Lessons Packet for English 101, Laurence Musgrove metrical composition of the twenty-four hourstime Packet for English 101 Required Supplies 1 ? or 2 inch three-ring presentation binder with at least 9 section dividers to separate and organize portfolio ingredients. separate supplies should include a three-hole punch, stapler, computer paper, and manilla paper folders for essay sub dropions. Section Portfolio fraction 1 Resume 1 Initial teaching Achievements and Goals 2 learning Journal Reading Responses 3 set ab turn up 1 4 stress 2 5 endeavor 3 6 prove 4 7 midterm trial run, Self-Evaluation, and learning Achievements and Goals 8 ut approximately exam, Self-Evaluation, and Learning Achievements and Goals 9 Packets and other handouts Conferences Several times during the term, I pass on cancel folk meetings and schedule individual crowds so that we can discuss drafts of your essays. These conferences should last no longer than 20 minutes, and they ar holdd. A missed con ference get out be equivalent to deuce absences. I would also encourage you to design the supererogatory time made available by the cancelled category meetings to catch up on your reading and writing dates. Student Athletes and Absences Student athletes should pull up stakes teacher with schedule of furcatees that allow be missed collectible to University-sanctioned suits. pedantic Honesty All work composed for this line of merchandise of action must be written entirely for this tell apart and be your victor work.You whitethorn of var. receive assistance on your writing, but submitting nighone elses work as your own or failing to acknowledge sources fitly get out be grounds for plagiarism. Violations of donnish honesty forget outlet in failure. See your Student Handbook for more on Academic Honesty. quiz stages examines testament be graded according to the essay military rating criteria attached. Students whitethorn revise essays once after receiving the start evaluation on their third drafts. An essays closing grade lead be an average of the last two grades it receives. For example, if an essay received a C on the third draft and an A on the quadrupletth, the last(a) grade for that essay would be a B. Other Effects on final examination Grade Five absences entrust result in failure.If you must miss a grad, jot a classmate to get the homework assignment for you or to turn in your work. Late work will not be accepted under any circumstances. All assignments must be submitted to receive a passing grade. No in breeze throughs will be given. unneeded Credit Options During the term, I will put up you with a number of duplication credit opportunities tied to attending events on and off campus that in roundwhat way relate to our course. In addition, disciples may earn up to ergocalciferol extra credit points for sharing with the class a song, article, or verse that relates to any course guideic. Students may earn this seco nd type of extra credit no more than four times or a limit of 2000 extra credit points. Academic Support Services for Students soulal counsellor Counseling and Career Services offers individual counseling for a variety of issues that impact on students motivation to re primary(prenominal) and succeed in college. If you are having tasks keeping up with your take work because of personal issues, these free operate may be able to help you. Self-Disclosure of Disability Services for students with disabilities are coordinated through Learning supporter Services. Students seeking academic accommodations should contact that office to self-disclose their disability, provide admit and current documentation, and request accommodations. The Learning Assistance Services will forward confirmation of disability to faculty with recommended accommodations. piece of music Tutors in Learning Assistance Center. The Learning Assistance Center offers tutoring in writing at no cost. Tutors will not write or edit your papers, but they will help you develop the skills you need to plan, draft, and revise your work. figurer Labs Verify availability of all University computer labs on campus and in the dormitories. Schedules should be posted at each lab. utmost Portfolio Your grade for the course will be based entirely upon the ingredients in your portfolio. You must save all of your graded work throughout the semester and submit it in a manila file folder at the end of the term. These ingredients and their point values are listed below. INGREDIENT POINTS POSSIBLE POINTS EARNED FACTOR FACTOR integral TOTAL Resume hundred X 10 century0 Learning Goals and Achievements 100 X 10 kelvin Average of 15 Best Learning Journal 100 X 50 5000 Responses turn out 1 100 X 50 5000 Essay 2 100 X 50 5000 Essay 3 100 X 80 8000 Essay 4 100 X 80 8000 Midterm Exam 100 X 100 10000 Midterm Self-Evaluation 100 X 20 2000 Midterm Learning Achievements and 100 X 1 0 1000 Goals Final Exam 100 X 100 10000 Final Self-Evaluation 100 X 20 2000 Final Learning Goals and Achievements100 X 10 1000 EXTRA CREDIT Total 59000 Divide Total by 590 =Final Grade GRADE EQUIVALENCIES Letter Grade Numerical Equivalent Grade Ranges A 100 93-100 B 88 84-92 C 78 74-83 D 68 64-73 F 58 0-63 Tentative Schedule English 101, TTH 930 am Musgrove week Tuesday Thursday hebdomad One 8/21 Poem of the twenty-four hour period To Be of Use material body Topics Introductions week Two 8/26 8/28 Poem of the day Fear I Give You Back categorise Topics Questions about the class What Happens When We Read Critical thinking/writing What Happens When We Read survey Mini-Lesson staple fibre Vocabulary of fates Eight Basic Sentence Strategies Reading subsidisation Hesse 3-11 Hesse 13-23 compose naming Academic feat Agreement out-of-pocket Resume & Learning achievements and goals receivable calendar week Three 9/ 2 9/4 Poem of the solar day Curiosity A Ritual to Read to separately Other Class Topics Rhetoric, Rhetorical sensitivity, Critical Writing as a process, reading The Bundle of Sticks What the Reader Brings What the Reader Brings Attitude Knowledge Mini-Lesson child akin Sentences Compound Sentences Creating Titles Compound Sentences with Semi-Colons Conventions for Quoting and Citing Sources Reading appellative Hesse 25-56 Hesse 57-88 Maxwell, Introduction Maxwell, Adaptable Writing engagement Learning ledger 1 cod Learning daybook 2 out-of-pocket Essay 1 appoint workweek quadruplet 9/9 9/11 Poem of the day Drouth When wipeout Comes Class Topics What the Reader Brings The World of the Text Experience Author Mini-Lesson thickening Sentences Sentence-Combining Exercises 2 and 3 Sentence-Combining Exercise 1 Reading Assignment Hesse 89-132 Mazwell, perpetrate Maxwell, Collaborative Writing Assignment Learning ledger 3 due Learning jou rnal 4 due Essay 1. Due Week Five 9/16 9/18 Poem of the Day Class Topics NO crystallize NO CLASS Conferences in N416 Conferences in N416 Distribute MBTI Surveys Distribute MBTI Surveys Mini-Lesson Reading Assignment Writing Assignment Essay 1. 2 Due Essay 1. 2 Due Week sestet 9/23 9/25 Poem of the Day The pass Day Forgiving Our Fathers Those Winter Sundays Class Topics temperament Type Personality Strengths The World of the Text The World of the Text Topic Form Mini-Lesson Compound-Complex Sentences Sentence Unscrambling Exercises 1 and 2 Sentence-Combining Exercise 4 Reading Assignment Noble, Situe Albert and Esne Noble, Genevieve, The war Mazwell, Communicative Maxwell, Competent Writing Assignment Learning Journal 5 due Learning journal 6 due Essay 1. due Essay 2 assign Week Seven 9/30 10/2 Poem of the Day Washing Rice berry Eating Class Topics The World of the Text Options for Response Audience Personal, Biographical, and f anciful Mini-Lesson Effective Intentional Fragment alter Unpunctuated Paragraph 2 Editing Unpunctuated Paragraph 1 critical review of Basic Sentence Strategies Reading Assignment Noble, The Table The American Way Noble, The Hike to Heart Rock financial support Maxwell, Dependable Maxwell, Discip patronaged Writing Assignment Learning journal 7 due Learning journal 8 due Essay 2. 1 due Midterm Self-Evaluation Assigned Essay 3 Assigned Week Eight 10/7 10/9 Poem of the Day Class Topics NO CLASS NO CLASS Conferences in N416 Conferences in N416 Mini-Lesson Reading Assignment Writing Assignment Essay 1. 4 due Essay 1. 4 due Essay 2. 2 due Essay 2. due Week Nine 10/14 10/16 Poem of the Day Learning by Doing Class Topics TBA Options for Response prescribed and Audience Analysis Mini-Lesson Relative Clauses Sentence-Combining Exercise 5 Reading Assignment Noble, Dry Goods Kahlil Gibran Noble, The Honor of Her Presennce Maxwell, Enlarging Wr iting Assignment Learning journal 9 due Learning journal 10 due Midterm Exam Midterm Self-Evaluation and Learning Goals and Essay 2. 3 due Achievements due Week Ten 10/21 10/23 Poem of the Day How to Like It Early Snow Class Topics Options for Response Topical, Interpretive, and Ethical Mini-Lesson Analogies Chiasmus proceeds and Pronoun Agreement Reading Assignment Morrison, 1-32 Morrison, 33-58 Maxwell, Enthusiastic Maxwell, Intentional Writing Assignment Learning journal 11 due Learning journal 12 due Essay 3. due Week Eleven 10/28 10/30 Poem of the Day Class Topics NO CLASS NO CLASS Conferences in N416 Conferences in N416 Mini-Lesson Reading Assignment Writing Assignment Essay 2. 4 due Essay 2. 4 due Essay 3. 2 due Essay 3. 2 due Week Twelve 11/4 11/6 Poem of the Day Here Letter Home Class Topics Mini-Lesson Four Basic Modifying express Strategies Appositive Phrases Reading Assignment Morrison, 59-93 Morrison, 95-131 Maxwell, Miss ion Conscious Maxwell, Prepared Writing Assignment Learning journal 13 due Learning journal 14 due Essay 3. due Essay 4 appoint Week Thirteen 11/11 11/13 Poem of the Day Art One Art This is Just to Say Class Topics Taking Responsibility Taking Responsibility Checking with Other Resources Checking with Ourselves Mini-Lesson Participial Phrases supreme Phrases Reading Assignment Morrison, 132-183 Morrison, 184-216 Maxwell, Relational Maxwell, Self-Improving Writing Assignment Learning journal 15 due Learning journal 16 due Essay 4. 1 due Week Fourteen 11/18 11/20 Poem of the Day Class Topics NO CLASS NO CLASS Conferences in N416 Conferences in N416 Mini-Lesson Reading Assignment Writing Assignment Essay 3. 4 due Essay 3. 4 due Essay 4. 2 due Essay 4. 2 due Week fifteen 11/25 11/27 Poem of the Day By Heart Advice to Writers Class Topics Taking Responsibility Taking Responsibility Checking with the Text Checking with Others Mini-Lesson Adjecti ves Out-of-Order Editing Unpunctuated Paragraph 3 Reading Assignment Rodriguez, Middle Class Pastoral Aria Rodriguez, The Achievement of Desire Maxwell, Selfless Maxwell, Solution Oriented Writing Assignment Learning journal 17 due Learning journal 18 due Essay 4. 3 due Final Self-Evaluation Assigned Week Sixteen 12/02 12/04 Poem of the Day thesaurus Eating Together Class Topics Mini-Lesson Review of Basic Modifying Phrase Strategies Review of Basic Sentence and Phrase Strategies Reading Assignment Rodriguez, Credo Rodriguez, skin colour Maxwell, Tenacious Maxwell, destruction Writing Assignment Learning journal 19 due Learning journal 20 due Week xvii 12/09 12/11 FINALS WEEK Final Exam Final Portfolio with Final Self-Evaluation and Learning Achievements and Goals due RESUME Name Address Telephone Email Present Educational Objective In this section, you should constitute your main purpose for attending college. I plan on receiving a college class i n a health-related field so that I can go to medical school I plan on getting an MBA. I am taking a range of courses that will help me in conclusion choose my major(ip). I am planning on a stagecoach in elementary education. Highlights of Qualifications and accomplishments In this section, you should list your most significant qualifications, relevant experiences, accomplishments, and strengths that would contribute to your educational objective.During full(prenominal) school, I served as a provide at a local hospital. I was captain of our volleyball team. I was student council president in senior high school school. I graduated with academic honors. I was an active member of the speech and drama clubs in high school. terminal summer, I traveled to Europe. Employment In this section, you should list your role hi report card. Education In this section, you should list the high schools and colleges youve introductoryly attended tended to(p) by the dates of attendance. Other Ge neral Interests In this section, you should list other activities of personal interest. Student Name Professor Musgrove English 101 Date Learning Achievements and Goals 1.I finger confident about my writing in the following ship canal for the reasons given. (a sample response I feel confident about writing research essays because I had plenty of practice during my senior year. ) 2. I feel confident about my reading ability in the following slipway for the reasons given. 3. I feel confident about my critical thinking abilities in the following ways for the reasons given. 4. I would like to improve my writing ability in the following ways for the reasons given. (a sample response I would like to learn how to use commas correctly because my last teacher always mark my papers for commas. ) 5. I would like to improve my reading ability in the following ways for the reasons given. 6.I would like to improve my critical thinking abilities in the following ways for the reasons given. 7. I can see how these improvements would relate to my academic work and career plans in the following ways. Students Last Name Students Name Professor Musgrove English 101 Date recitation Number or Description Standard Essay Format Following Modern Language Association guidelines, this paginate demonstrates the standardized format for essays and learning journal responses. Left, right, top, and bottom margins are set at one inch, and a header with the writers last hold and paginate number is set at one-half inch from the top of both page and right-justified.The standard heading at the top left is left-justified and single-spaced. For the purposes of this course, Ive added an extra line in the heading so that a writer can more easily keep track of the stochastic variable of the essay submitted or the description of the learning journal response. After the heading, the backup of the essay is centered above the body of the essay. This title does not require quotation marks or u nderlining, nor does it need to be bold. All of the other text is left-justified, double-spaced, and set in Arial, Times New Roman, or upsurgeenger New font no larger than size 12. The first line of each paragraph attempts with a one-half inch tab, and there should be no extra spaces between paragraphs.For more information on format essays and research projects, see A Guide to MLA Documentation. Guidelines for Learning Journal Reading Responses In this class, your learning journal reading responses are one of the main ways you will use writing to engage, respond to, and learn from the course reading assignments. Each learning journal entry should be at the minimum three short paragraphs, one page, and typed. In these three paragraphs, you should complete the following. 1. Briefly summarize the assigned reading. This is not a exact flyer of the events or argument presented, but a short overview of the story or essay. 2. get out how you force relate your experience, soul you know, or some previous knowledge to the reading.In some cases, you may be able to easily relate some experience or some other individual or earlier knowledge to the reading. In other cases, this may be more intemperate if this is the case, challenge yourself to make the connection. 3. Ask one or two questions about what youve read. These questions will reveal your interest in the characters, events, topics, and craft of the assigned reading. These questions will also serve to guide our daily class raillerys. To write I dont guide any questions. would not be an inhibit response. In addition, you should include at least one in-text citation from the reading assignment. This should be a direct quotation and include a incident page reference that corresponds to the cited information.See Conventions for Quoting and Citing Sources on page 39 in your mini-lessons share on how to cite and reference direct quotations correctly. As the term progresses, I will also ask you to incorpo rate a variety of sentence and phrase strategies in your learning journals. These reading responses are a very important contribution to your learning in this class as well because they will be the main source material for your midterm and final self-evaluation essays. They will also serve as practice for your midterm and final exams. In addition, you may submit up to four substitute(a) responses that in some way creatively represent the main concepts or arguments in the assigned reading(s).In other words, rather than follow the guidelines above, you may submit an original poem, song lyric, PowerPoint slide, or two-dimensional drawing, painting, or collage that represents your response to the assigned reading(s). These alternative responses should also be submitted on regular 8 ? X 11 paper. These alternative responses should include the passage from the reading with corresponding page number that relates to or inspired in some way your alternative response. Writing exteriorize 1 register Essay The first major essay we will work on together in class will be a narrative essay. The other three will include an instructive essay, an analysis essay, and an argumentative essay.These are four of the most plebeian types of essays because verbalize stories, explaining, analyzing, and persuading are the most common ways we use writing to carry with others inside school and beyond the classroom walls. level essays are distinct from other forms of writing because they generally charge on a dramatic situation that the writer has personally encountered and wishes to share with someone else for a particular proposition reason. Along the way, the writer must narrate in detail the elements of the story, including the setting (where and when the action took place), the characters (who did what to whom), and the action (what took place).The writer must also provide the reader with sensual detail (sights, sounds, smells, tastes, and other sensations) as well as the emoti ons, attitudes, and thoughts of the main characters, including the narrator. In other words, the writer is obligated to make the story come to life in as many ways as possible, so that the reader can see and understand what the writer experienced. Thus, for your first assignment, compose at least a three page narrative essay in response to one of the prompts below. 1. affair regulate about an event that helped you understand your cultural identity. Audience A friend, a member of your family, an important person in your cultural community, or readers of the school newspaper.What conclusions would you want your audience to draw? What response would you want them to have to your story? 2. declare oneself Tell about an event that helped you learn how to value your parent(s) or a friend. Audience Your family, your friends, or the readers of the school newspaper. 3. Purpose Tell about an event in the last two or three weeks that caused you to shift your preconceptions about college li fe. What did you believe about college sooner this time? What do you now believe? What event and people contributed to that change? Audience Your friends, family, seniors in high school who are planning to come to school, or readers of the school newspaper. Narrative StructureNarrative essays are similar to stories, except that the setting, characters, and events are true. Narrative essays are also similar to stories because they follow the same structure that is, narrative essays have a chronological structure that 1. begins with an introduction of the setting and the main characters, 2. moves from one event to the next, 3. includes a conflict or climactic moment, 4. and then reaches a dissolvent of the conflict. Traditionally, a narrative plot or story line is be as follows Narrative scuttles chess opening 1 Give reader detailed description of the scene where the first event in story takes place. The still autumn breeze jostled the leaves in the maple high above the dew-cove red lawn.As I walked out into the yellow dawn light, a squirrel scampered across the sidewalk and wound himself up the maple. I bent to pick up the daily news, and he chattered his complaints at me. I must have interrupted his morning rounds. Suddenly, I hear the telephone ring from the house. Who could be calling so early? Opening 2 Start in media res with dialogue. Let reader hear significant dialogue from significant encounter in story. Then begin the story. I just cant believe this is happening to me, Dan said. He was obviously upset. His voice sounded hoarse and strained. What do you want me to do? I could drive over and be there in a couple on of hours, I offered. Yes, why dont I drive over. It wont take me long. Well, uh. I dont know. Then there was a long silence at his end of the line. I attempt to imagine what he was feeling, but I couldnt. I hadnt seen him or talked to him in three years. Dan? Yeah, come on. I think Ill need your help. How soon can you be here? Two h ours. Im on my way. Ill leave here now. I guess it wasnt so odd that he called me. We were the closest friends not that long ago. Opening 3 Start in media res with description of scene. Give reader detailed description of the scene of significant event, briefly hint at event, and then begin the story. The traffic was snarled, and the air thickened with brown blowing ashes and gray exhaust.The blinding sun sunk just ahead, and I dropped my bankers bill so that I could focus on the string of red stop lights in front of me. Stop and go, stop and go. Somewhere in the distance, misrepresented metal, broken glass, and snapped necks stalled this three-lane, rush hour torture. I was late to meet Dan and wondered if he was feeling snarled, twisted, broken, snapped, stalled, and tortured as well. Opening 4 Relate your specific story to a old(prenominal) story. Unfortunately, were all too familiar with the trouble men have with women and women with men. male child meets girl. Boy woos g irl. Boy gets girl. Boy loses girl. Boy calls lift out friend. Same with girls. Girl meets boy. Girl woos boy.And so forth. TV sitcoms are filled with such stuff. offset printing attractions, eventual breakups, and best friends consoling one another. Seems like we would have learned how to get out of this mess by now. But no. Writing Project 2 informative Essay The second major essay we will work on together in class will be an expository essay. The first was a narrative essay, and the next two will include an analysis essay and an argumentative essay. These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside the University and beyond.Expository essays are distinct from other forms of writing because they generally focus on explaining a concept or process through definition, analysis, classification, or comparison/contrast. In other words, expository e ssays are intended to wrap up a concept or process through explanation. Thus, for your second assignment, compose a three-page, typed expository essay in response to one of the prompts below. 1. Purpose Think about a process or procedure that you know very well and perform victorfully. Perhaps you are an expert in this process and could teach it in detail to someone you know. Explain this process so that someone else could perform it following your instructions. Audience somebody who would make headway from learning this process. 2.Purpose Taking a humorous approach, explain in a how to succeederfully fail at something. For example, you might describe the procedures for failing at friendship, or at consumeing, or at writing a college essay, or at being a dorm roommate, or being a teammate, or being a son or daughter. There may be other procedures you wish to explain. Audience Readers of the school newspaper. 3. Purpose Describe someone you know who has helped you understand how to be successful in some aspect of your life. Who is this person and what have they taught you? Audience Readers of the school newspaper. 4. Purpose How would you doctor the characteristics of a successful person?In other words, complete this sentence I believe a successful person demonstrates the qualities of .. Also provide examples that clarify your definition. How do these examples fit the characteristics in your definition? Audience Readers of the school newspaper. 5. Purpose Contrast two definitions of success. In our culture, many definitions for success make do for our attention. What do you take to be the best definition? Why is this the best? What do you take to be a flawed definition for success? Why is it flawed? Audience Readers of the school newspaper. organisational Strategies for Expository Essays In expository essays, writers bring clarity and detail to procedures and concepts.They usually begin by introducing a general process or idea. They then proceed paragra ph by paragraph by providing specific examples and evidence to help their readers better understand the steps or qualities of these procedures and concepts. Explaining a Process Introduction recognize the process, your expertise, and why audience would benefit from learning this process Step 1 Step 2 Step 3 .. closure Describing an Influential Person Introduction Name the person, describe their relationship to you, and their general influence Description of Person First powerful lesson Second influential lesson Third influential lesson . Conclusion Defining a ConceptIntroduction General claim about concept, and your specific definition Characteristic 1 Characteristic 2 Characteristic 3 Conclusion Contrasting Two Ideas Introduction General claim about two ideas and the obvious differences First idea Second idea First contrasting feature of two ideas Second contrasting feature of two ideas Third contrasting feature of two ideas . Conclusion Writing Project 3 Analysis Essay The thi rd major essay we will work on together in class will be an analysis essay. The first essay was a narrative essay, the second was an expository essay, and the quaternate essay will be an argumentative essay.These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside the University and beyond. Analysis essays are distinct from other forms of writing because they generally focus on explaining the relationships between the unharmed and its parts. In the case of analysis, the writer of the essay explains how another causality uses his or her craft to promote his or her larger purpose, whether it be a story, governmental speech, editorial, or advertisement. Instead of telling a story (as in a narrative) or explaining a process that the writer already knows (as in an expository essay), the writer in the case of an analysis focuses on examining something new.In other words, rather of focusing on knowledge inside the writer, the writer must focus on knowledge outside or beyond the writers previous experiences. Thus, for your third assignment, compose a four-page, typed essay in response to one of the two prompts below. 1. Purpose Analyze Herman Hesses Siddhartha by providing your reader a brief biographical description of Hesse, summarizing the main action of the novel, particularisation some of the main topics of the novel, describing Hesses use of literary form, and concluding with a discussion of what kind of reader(s) might best appreciate the novel. Audience Someone who has not read the novel and would find value in it. 2.Purpose postulate and analyze two stories by Frances Khirallah Noble by providing your reader a brief biographical description of Noble, summarizing the main action of the stories, detailing some of the main topics of the stories, describing Nobels use of literary form, and concluding with a discussion of what kin d of reader(s) might best appreciate the stories. Audience Someone who has not read the stories and would find value in them. In either case, you should provide evidence from the novel or stories to support your analysis. See information on quoting and citing sources in the mini-lesson packet. Recommended Organizational Strategy for Analysis Essay 1. Introduction a creative introduction that draws readers attention 2.Brief biography of author 3. Summary of main action 4. Main topics 5. Literary form 6. Conclusion remarks on what kind of reader(s) might best appreciate novel or stories Writing Project 4 Argumentative or Persuasive Essay The fourth and final major essay we will work on together in class will be an argumentative or persuasive essay. The first essay was a narrative essay, the second was an expository essay, and the third essay was an analysis essay. These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the m ost common ways we use writing to communicate with others inside the University and beyond.Argumentative or persuasive essays are distinct from other forms of writing because writers generally focus on an issue or job that they share with their readers and attempt to provide a specific point-of-view or solution. We might also think of this kind of essay as a problem-solving essay. Thus, for your fourth assignment, compose a three-page, typed essay in response to the prompt below. Purpose Select a specific problem related to your experience at Saint Xavier this year. This problem may have to do with student life, housing, registration, parking, plan of classes, course offerings, school activities, sporting events, or student resources like the library or computer labs, but it must be a problem that you know other students have encountered as well.Audience Compose an editorial for the student newspaper or a letter to the President of the University in which you describe the problem in detail and offer a specific solution. Recommended Organizational Strategy for Persuasive Essay 1. Introduction discussion of values and concerns University already promotes 2. Description of problem and who it affects 3. Real and possible consequences of problem 4. Possible solutions to problem 5. Best solution to problem and why its best 6. Conclusion discussion of how best solution supports values and concerns University holds Student Name__________________________________________________ Essay ______ Version ______ Evaluation Criteria A a clear aim, a strong introduction, and a houghtful conclusion an excellent essay strong supporting details logically substantial and very well organized a tone appropriate to the aim of the essay rhetorical maturity and confident facility with language as demonstrated by sentence variety and appropriate word picking virtually free of out and usage errors B a clear aim and a strong introduction and conclusion a good ess ay good supporting details logically developed and well organized a tone appropriate to the aim of the essay deficiencys the stylistic maturity and facility with language of an A essay more often than not free of surface and usage errors C a clear aim, an introduction, and a conclusion an acceptable essay adequate supporting details competence in logical development and organization, although it may exhibit occasional organizational and developmental weakness a tone appropriate to the aim of the essay basic competence in sentence variety and word choice a pattern of surface and usage errors D lack of a clear aim, focus, or conclusion a poor essay lack of sufficient support supporting details may be trivial, unbefitting, logically flawed flaws in organization/development inappropriate tone stylistic flaws characterized by lack of sentence variety and by evidence of expressage vocabulary frequent usage or surface errors F focus may be too ge neral or too specific an unacceptable essay lack of support lack of organization inappropriate tone serious stylistic flaws serious usage or surface errors No evaluation Essays receiving no grade will fail to call off the topic or assignment, fail to fulfill other exigencys of the assignment, show evidence of plagiarism, or fail to be accompanied by previous drafts. Recommendations for order Recommendations for Editing Academic Performance Agreement English 101 Musgrove In order to make the requirements of this class and your responsibilities as a student as clear as possible, Ive created this document titled Academic Performance Agreement. Please read this information carefully because it outlines the kinds of behaviors, study habits, and attitudes necessary for success in this class, as well as in the University writing community at large.If you agree to the terms and conditions set forth below, please sign your na me on one of the two copies Ive provided you. By sign and returning this agreement to me, you commit yourself to the standards of conduct and academic performance listed below. If you do not accept these standards, you should see your advisor about withdrawing from this course. 1. I understand that attendance is a requirement of the class and that 5 absences of any consort (excused or unexcused) will result in automatic failure. I also understand that if I miss class that I should contact another student, rather than the professor of the class, to discover what Ive missed. A missed conference will be equivalent to two absences. 2.I understand that arriving late to class is inappropriate because it disrupts the class agenda and interferes with teaching and learning. I understand that the instructor will shut the door to the classroom when the class starts and that I will not attempt to enter the class after the door has been closed. 3. I understand that cell phones must be turned o ff before entering class. I understand if my cell phone rings during class I will be asked to leave the class. 4. I understand that this class has substantial reading and writing requirements. These requirements will demand that I have sex my time carefully and schedule at least 6 hours of study time per week or 2 hours of study time for every one hour of scheduled class time. 5.I understand that purchasing the course texts and bringing the texts to class to support my discussion of the assigned readings is a requirement of the course. 6. I understand that I should be prepared each day to share my learning journal responses to the reading assignments in class. I will share these learning journals responses with other students in the class. I also understand I may not turn these journals in late. 7. I understand that I will be required to contribute to class discussions and half-size group work in class. In other words, I will be required to speak in class, share my ideas, and resp ect the ideas of others. 8. I understand that I will be composing learning journal responses, four major essays, and two self-evaluations.I also understand that any writing I submit must be my own and written exclusively for this class. 9. I understand that my writing assignments should be composed and saved on a word-processor or personal computer. I also understand that I should schedule my time and supplies carefully so that I know when I have access to a word-processor or computer and that I have adequate paper and printing supplies. 10. I understand that I will benefit from discussing my ideas and writing with my family, friends, and other students. I also understand that I can get help with my ideas