Final Review Help

1st Hour:
Final Review Socratic Seminar- Friday, December 16th
Final: December 19th

4th Hour:
Final Review Socratic Seminar- Tuesday, December 20th
Final: December 21st

7th Hour:
Final Review Socratic Seminar- Friday, December 16th
Final: December 19th

The Alchemist
Aphorisms
6 Cs of Success
Connotation
Inference
Cornell notes
Annotating a text
Art of Questioning
Bloom's Taxonomy
Writing questions using levels of critical thinking
Steps of Writing- Writing Boot Camp (all involved within)
Thesis writing- Formula, checklist
Research (effective practices)
Source material BIG 4 checklist
Introducing, contextualizing, citing sources
Citing sources on Works Cited- Review Book, Journal, Electronic
Argument structure: Claim, data/evidence, warrants
Introduction and conclusion structures
Basic sentence diagramming (Subject, predicate, objects (direct, indirect), modifiers, compounds, prepositional phrases
Purpose of nonfiction texts
Non fiction/informational texts components
How to Read Like a Professor chapters
Historical context
Gilgamesh
Epics- and conventions
Archetypes- types and examples
Myth- characteristics
Oral Tradition- characteristics
Mahabharata
Ramayana 
WHAT... HOW... WHY?

Class today: December 12th

1. You will take a medium EOC practice test on USATESTPREP at the beginning of class.
2. When you are done, you will work on your Oral Commentary Presentations.

Friday, December 9th

1. Work day for Oral Commentaries. The sooner you establish a thesis and outline, the sooner you get to practicing. Remember, once you have established your outline, start talking it through. Mark where you feel you are weak or struggling. Then work on those areas. Do not forget practicing integrating the literary text. This will take practice to get you comfortable with the process. Word of advice... do not use long quotes.. break them up. It will be easier to follow for the audience, and easier for you to relate back to your thesis.

Here are a couple of Individual Oral Presentation examples from IB students. Remember, your commentaries will not be this long, nor will you be using visual aids. The other thing to be realistic about is that these two students have more experience with literary analysis than you do... you will get there... This is how we start.
Pay attention to:
1. The manner in which they speak about literature (analysis, not plot summarization).
2. How they present their literary analysis thesis
3. How they integrate textual evidence into their commentaries.
4. Their use of notes... presentation is more conversation than reading.

IB Oral Presentation Example

IB Oral Presentation Example #2

2. Monday- We will work on timing of commentary. Make sure that you have work to present.

BEST VIDEO EVER!

Class: December 7th/8th

1. In small groups, you will first write four discussion questions on the Mahabharata and four discussion questions on the Ramayana, and then two comparison questions addressing both texts. These questions need to be higher level questions that examine literary devices and their usage in the text. You will have 10 minutes to write these questions.
2. When your group is done writing the questions, you will switch questions with another group. You will then have a small group discussion addressing these questions. You will each need to take notes on the questions as you discuss. You will need to draw your answers back to the specific text.

This process will help you get ready for your Oral Commentary.

2. Oral commentary assignment: Oral Commentary

Oral presentation scoring guide: Oral Commentary Scoring

Oral Commentary Sign Up: Sign Up

For: December 7th and 8th (Final 2 weeks of the semester's schedule)

1. Read the background on the Bhagavad Gita and then from the Ramayana on pages 128-140. Take thorough notes on elements of the myth, epic, oral tradition.

• The Bhagavad Gita is a 700 verse Hindu scripture, which is a part of the Mahabharata. 
• The Gita takes a dialogue format between Pandava brother, Arjuna, and Krishna 
• Krishna, the Charioteer, counsels Arjuna in the manner of achieving Dharma. 
• Presents the ethical struggles of everyday human life

Ramayana Quick Guide: Ramayana Guide- British Library

When you come into class on your block day you should have:
The Mahabharata, Ramayana, and Gilgamesh read and annotated for the conventions of the Epic, Myth, and Oral Tradition.

Final 2 Weeks' Schedule: 
December 7th/8th: Small group discussion of Mahabharata and Ramayana 
                               Oral Commentary Presentation assignment
December 9th: Oral commentary presentation work
December 12th, 13th, 14th/15th: Oral commentaries during class
December 16th: 1st and 7th hours final review Socratic seminar
December 19th: 1st and 7th hour FINAL
December 20th: 4th hour final review Socratic seminar
December 21st: 4th hour FINAL

Class today: December 5th

1. Watch documentary on the Indian epic, Mahabharata.... take very good notes.
2. For Tuesday... Read pages 122-125 in textbook. Annotate your text for conventions of the epic... how it functions as a myth...  oral tradition techniques.

Also look for examples of...
Epithet: brief descriptive phrases "king of men" ... "swift runner"

Friday, December 2nd

1. Ancient India quiz-
2. EOC Practice on USATESTPREP. These exercises are due Monday, December 5th.

November 30th and December 1st

1. By reviewing the Ancient India notes and reading, you will need to come up with ten general statements that you feel address the meaning and purpose of the information that you read...  Think of the most important things that come from this time period that reveals the bigger picture. Think of us sitting down at the dinner table and I am asking you what you learned about Ancient Indian Civilization from your reading. These will be YOUR statements... not the book's. You will put these 10 statements in your notes. Leave room.

2. Then you will need to gather direct evidence after you have made this statement.

This will look like this:

The literature from this time period was utilized by the people as a way to teach social, political, and historical guidelines.

- "India's great national epics, the Mahabharata and the Ramayana, describe political struggles and also explain important social and religious concepts" (104).

- ". . . Kautila, wrote a 'how-to' handbook for emperors, called the Arthasastra" (105).

- "Around the first century B.C., the Laws of Manu set down a detailed code of conduct for Hindus" (107).

3. When you are done with this, you can start studying for your quiz on Friday.

Class: November 29th

1. Read pages 102-111 and 120-121. Take VERY good notes.  Remember ANNOTATION and CORNELL NOTES.
2. They will have a quiz on Wednesday/Thursday (Depending upon their block day class)

Class: Monday, November 28th

1. Adding to your notes on the EPIC and MYTH, please write down the next literary term: 

Oral tradition, or oral lore, is a form of human communication wherein knowledge, art, ideas and cultural material is received, preserved and transmitted orally from one generation to another. The transmission is through speech or song and may include folktales, ballads, chants, prose or verses.

Please read through the following handout... take notes accordingly. 

Characteristics of ORAL COMPOSITION

2. You will be gathering specific evidence from the text of Gilgamesh. Notice you are developing on the idea that these components exist  and moving on to now what is their impact and how they interact. Your notes will look like big headings and bulleted supporting conclusions with specific evidence for the following two prompts.... 

How do myths, archetypes, epics, and the oral tradition associate with one another? How do they diverge? Closely examine the characteristics of each major concept and look for common ground in their make-up. How do they differ? 

AND

How does HISTORICAL CONTEXT tie into these literary/cultural concepts? 

This is a thinking exercise. You have been presented with a lot of new information and technical components that help you understand these concepts. This exercise is designed for you to start looking at the big picture and how these concepts interact with one another. 

For class on Monday, November 21st

We will be adding two new literary genre/structures for Monday. As you review both, hopefully you will see how they link to archetypes.

1.Open the link to EPIC notes... not that the notes are epic..  well, they kind of are... but they are notes on the literary EPIC. EPIC NOTES  ⇦

The Epic
* A long narrative poem, derived from the ancient oral tradition, telling the deeds and adventures of a heroic or legendary figure, or the history of a nation.

Please have EPIC notes in YOUR epic notebooks for class on Monday, November 18th.

2. Please have the following notes on MYTH in your notes for Monday, also.

The Myth 

* Myth is a constant among all human being in all times. The pattern stories, even details contained in myth are found everywhere and among every one. This is because myth is a shared heritage of ancestral memories, related consciously from generation to generation.

1. Myth may even be part of the structure of our unconscious mind, possibly encoded in our genes. eg. "the Oedipus complex" and "the Electra complex"

2. Myth is a telling of events that happened before written history, and of a sense of what is to come.
3. Myth is the thread that holds past, present, and future together.

4. Myth is a unique use of language that describes the realities beyond our five senses.  It fills the gaps between the images of the unconscious and the language of conscious logic.

5. Myth is the glue that holds societies together; it is the basis of identity for communities, tribes, and nations.  (Hero worship and gender, social, national identity)

6. Myth is an essential ingredient in all codes of moral conduct.   The rules for living have always derived their legitimacy from their origins in myth and religion.

7. Myth is a pattern of beliefs that give meaning to life. Myth enables individuals and societies to adapt to their respective environments with identity and value. (Joseph Campbell--the power of myth)

PURPOSE:
Myths tell us about (1) our relationships with each other, (2) our relations with the gods or god (the cosmos), and (3) our relationship to the natural world and all species that inhabit it.

The Rock as Hercules

Cole's Rules of Formal Writing

Class today: November 16th/17th

1. Coming to class today, you should have your archetype notes on Lord of the Ring and Gilgamesh. You will be constructing a presentation in Google Slides addressing the following question:

How do archetypes provide a reader more insight/meaning to a text?

2. To do this you will need to utilize your notes and the examples you have discovered in the two texts. Your slides will need to address the following:

• Title slide with academic/MLA formatted title
• Introduction explaining the definition of archetypes.
• What is your answer to the above question- Write as a thesis statement

The bulk of your presentation will be the explanation of the 15 individual archetypes

• The "what": Each archetype you have found needs to be explained in its general purpose...
• The "how": Show how your answer is true by providing specific evidence in both texts that shows the presence of this specific archetype.
• The "why": Then provide an explanation of how this archetype provides a reader with more insight into the text (supporting your literary argument). 

• Reflection upon this experience. What did you learn? How did archetypes frame your understanding of the texts.. people... situations.. life differently? 
• Images that promote your archetypes... characters... situations.... symbols
• Textual evidence that is cited correctly.  (Parenthetical citation)
• Works cited slide (last slide) 

How you break down your slides will be somewhat up to you. You may group by "types" of archetypes and dedicate a slide per example... include both texts.  Obviously, title, intro, thesis... will be in the beginning... Works cited at the end.

3. Presentations will be uploaded to Google Classroom by the end of class on 
Friday, November 18th. 

How to cite a film from the OWL: 

List films by their title. Include the name of the director, the film studio or distributor, and the release year. If relevant, list performer names after the director's name.

The Usual Suspects. Directed by Bryan Singer, performances by Kevin Spacey, Gabriel Byrne, Chazz Palminteri, Stephen Baldwin, and Benecio del Toro, Polygram, 1995.

A Work in an Anthology, Reference, or Collection

Works may include an essay in an edited collection or anthology, or a chapter of a book. The basic form is for this sort of citation is as follows:

Last name, First name. "Title of Essay." Title of Collection, edited by Editor's Name(s), Publisher, Year, Page range of entry.

😼

Due: November 16th/17th

1. Make sure that your notes are complete with the archetypes (character, symbolic, and situational) and the examples from Lord of the Rings. Remember, to try to have 5 per type of archetype. Do your best!

2. As I instructed on Monday, you should be looking for these identified archetypes in Gilgamesh. It doesn't mean that each archetype that you find in LOTR is definitively in Gilgamesh, but many will be found in both texts. When you find the archetype in Gilgamesh, write down the examples from how it is seen in the text in your notes. We will be using your notes for the assignment you receive on Wednesday/Thursday.

As always, if you need any help, come see me during Bronco Time!

Due: Tuesday, November 15th

1. For class today, examine your Lord of the Rings archetype notes and examples. Next, look into Gilgamesh. What comparisons can you draw between the two texts with the specific archetype examples you have already found. Please put these examples in your notes. You will draw upon them for your next step.

2. I have postponed the Socratic seminar until after your work with archetypes. I feel you will have more depth in your analysis of the text; thus, you will be more productive in the seminar.

Class today; November 9th and 10th

1. All preliminary items for your Presidential Election Papers are due at the beginning of class.

2. Fellowship of the Ring presentation assignment.

Here is, yet again, a great list of major archetypes: Archetypes: Situational, Symbolic, Character

We will be watching J.R.R. Tolkien's, Fellowship of the Ring. As we watch, you will need to find examples of 5 Character Archetypes, 5 Situational Archetypes, and 5 Symbolic Archetypes.  As you find these comparable archetype examples in the film, you will need to also jot down specific examples of HOW these are specifically seen in the film.

When we conclude watching the film, we will be looking for the archetypes in Gilgamesh.  You will then be constructing a presentation explaining how archetypes are seen and utilized in Fellowship and Gilgamesh. 

Class today: November 7th

1. I have postponed our Gilgamesh Socratic Seminar for November 9th/10th. Please bring your text and 5 higher level questions to class with you.

2. Final draft submission: Presidential Election Paper-Tuesday, November 8th BY 6:59 PM

• Reminder: there is a sample student argumentative paper found under "writing links". This resource can be helpful in looking at the components of argument, MLA citation/formatting, quote integration, transition usage. BE AWARE. The works cited is not MLA 2016. 
• Before submission, go through the self-check list to make sure that you have addressed all that you need to for this paper: Presidential Paper Final Checklist
• Remember the BIG THREE skills I need to see that you can demonstrate: Source introduction/contextualization/citation/explanation; argument for thesis throughout the paper (everything connects back to thesis); MLA formatting and citation done correctly
• Turnitin.com Information. (You should already be enrolled from Summer Reading)
• 1st hour class: 13092721 The password is: bearcats1
• 4th hour class: 13092729 The password is: bearcats1
• 7th hour class:  13092733 The password is: bearcats1
• You will need to bring ALL of your PRE-FINAL DRAFT "stuff" already collated to class with you on Wednesday/Thursday. This "stuff" is outlined in your paper packet, and previous posts.

I will be available for assistance up until approximately 4:00. I am then schlepping little ones to ballet and back, and THEN Election Night 2016 total immersion!!

Class today: November 4th

We will be working with the literary device, ARCHETYPES, today.

The questions we will be addressing:
1. What is the archetype type?
2. Is it a character, situational, thematic, symbolic archetype? 
3. How is this archetype seen in Gilgamesh? 
4. What textual evidence reveal this archetype's usage? 
5. What is the significance or the implications of this archetype to the text's meaning? 
6. How can this archetype's usage be seen in another text similar to how it is used in Gilgamesh? 

As you see, the questions are color coded to our big 3 questions: WHAT? HOW? WHY? 

Homework for Monday, November 7th:
1. You will have a Socratic seminar over Gilgamesh on Monday. You will need 5 higher level critical questions. Use Bloom's Taxonomy and the question stems to help you write your questions. Ideally, you should have a start to your questions in the Cornell notes.

The scoring rubric for the Socratic seminar is HERE: Socratic Seminar Scoring

2. Remember: The FINAL draft of your papers are due to Turnitin.com by 6:59 PM on Tuesday. Period. They will not be accepted after this time. Your development items (outline, etc. will be turned in on Wednesday/Thursday).

Due: November 11th

1. You have received feedback and proofing suggestions for your papers. The final draft is due to Turnitin.com by 6:59 PM on November 8th. 

2. Make sure you have your textbook with you for class on Friday.  From Tuesday, when we worked on the literary device, archetypes, you were given the following questions to have prepared in your notes: 

- How do archetypes influence my understanding of a text? (what is a text, again?)
- Where have I seen examples of these archetypes in my world beyond a literary text?  Examples. Lots!

- How does the study of archetypes tie into the study of history, religion, art, culture, etc?

Be ready to discuss these in class on Friday. 

Class today: November 2nd/3rd

You will be proof reading 2 classmate's papers today. This will be thorough process. You will be writing ON the document, and mark the scoring guide. Once you have had one proof reader thoroughly go through this process. You will have a second classmate go through the same process. 

1. The first read: You will start with the LAST sentence. You will read ONE sentence at a time until you are reach the top of the paper. Yes, you are reading the paper BACKWARDS. In this reading you are ONLY looking for grammatical and spelling errors, and sentence clarity.  Is there subject-verb agreement? Pronoun-antecedent agreement? Sentence mechanics are correct? ACTIVE VOICE? Diction choices accurate? No "YOUS". No "If you find an error, make a comment in BLUE. Do not fix the error. 

2. The second read: You will start at the TOP of the paper. In this read  you will be looking solely at CONTENT. Does the paper have a CENTRAL ARGUMENT/CLAIM? Is the evidence logical and sufficient to the theme? Is the evidence relevant? Does the entire paper support the requirement of the prompt? Does it sufficiently address the purpose of writing? Is it addressing the paper topic? Mark errors or comments in RED.  Is it an actual argument versus a report?

3. The third read: You will be assessing the SOURCE MATERIAL. Has the primary source been thoroughly examined and addressed in conjunction to the claim? Is there adequate SECONDARY support? Are they adhering to the standards of source materials: Objective, Relevance, Current, Scholarly (Think-Totem Pole of Academia).  Has the source material been introduced? Contextualized? Processed through warrants? Cited correctly? Mark your comments/errors/suggestions in BLACK! 

4. The fourth read: You will start at the TOP of the paper. In this read you will be looking solely at STYLE and STRUCTURE. Is the tone appropriate for the audience and the content addressed. Is the ARGUMENT complete? Topic sentences, warrants, backing? Does the paper present the COUNTERCLAIM effectively? Does each section have a topic sentence that supports the overall claim? Does the paper utilize an obvious structure? Does is utilize active voice?  Do they use effective transitions? Between sentences? Between sections?  DO THEY UTILIZE careful and strategic DICTION and SYNTAX? Mark suggestions and comments in GREEN. 

IMPORTANT-
4. The fifth read: You will be, again, starting at the TOP of the paper. In this read, you will be looking solely at FORMATTING. YOU NEED TO OPEN UP THE PURDUE OWL AND DO A LITERAL CHECK ON ALL COMPONENTS. DO NOT ASSUME! 
MLA- OWL
Has the author appropriately addressed MLA style guide? WORKS CITED PAGE? Colon formatted Title??  Are the parenthetical/in-text citations done correctly? Mark in PURPLE. 

4. In the sixth, and final, read. You will read through from top to bottom and read for the complete experience. Does the entire paper work together? Any last concerns? Mark in ORANGE. 

THE RUBRIC for this paper is found HERE: Argumentative Rubric

Pay specific attention to this proofing process. This is an excellent strategy to ensure that your final product achieves its intended purpose. 

Class today: November 1st

Welcome to NOVEMBER!

1. In your notes, jot down some basic characteristics of the Mesopotamian/Egyptian/Hebraic eras- Meaning, how would you describe them, generally?

HISTORICAL CONTEXT: The influence of a time period on the author and his/her work.

ARCHETYPE: A repeated pattern found in art, literature, history, politics.

2. Read and take notes over the following link: Jung and Archetypes
- This is an author's personal website where he explains his research topics. This is a good introduction to Jung, the brilliant mind credited for the study of archetypes.

3. Now that your interest is peaked, review the following lists of archetypes:
Archetype list #1
Archetype list #2

*If you are needing a more general introduction and clarity on archetypes and/or Jung:
Jung- Wikipedia
Archetype- Wikipedia
(notice.. a turn to Wikipedia for generalized information)

4. Now, in your notes, prepare the following questions: (Have these ready for Friday, November 4th)
- How do archetypes influence my understanding of a text? (what is a text, again?)
- Where have I seen examples of these archetypes in my world beyond a literary text?  Examples. Lots!

- How does the study of archetypes tie into my previous question about history, religion, art, culture, etc?

REMEMBER; YOUR TYPED FULL DRAFT IS DUE NEXT CLASS PERIOD FOR PROOFING. PRINT IT BEFORE CLASS! 

Class today: October 31st

1. Introduction to Archetypes- Character, Situational, Structural, Thematic, Symbolic

For class on Tuesday:
1.  Finish Gilgamesh with your Cornell notes, which will be taken for a quiz grade.
2. Start getting archetype notes (found under "literature links"). There are two handouts. You do not need EVERY example in your notes, but keep looking over them as we are reading. The sooner you are familiar with the multitudes of types of archetypes and examples, the easier it will be to use them to develop meaning.

HAPPY HALLOWEEN!

Upcoming Schedule: 10/31-11/10

Monday, October 31st: Handwritten rough draft is due for Presidential Election Paper.
Introduction to Mesopotamian literature and literary devices. Archetypes in Literature

Tuesday, November 1st: Have read from the Epic of Gilgamesh. Your quiz will be me checking your Cornell Notes.

Wednesday/Thursday, November 2nd/3rd: Typed draft of Presidential paper DUE. It must be printed off BEFORE CLASS begins! Peer proof-reading.

Friday, November 4th:  Epic notes and Gilgamesh. 

Monday, November 7th: Gilgamesh Socratic Seminar (5 higher level thinking questions due). Review the Socratic seminar rubric for participation.

Tuesday, November 8th: ELECTION DAY! Presidential Papers DUE!!! Upload to Turnitin.com BY 11:59 PM. No late submissions will be expected. Leave time for technical glitches!

Wednesday/Thursday, November 9th/ 10th: Turn in paper "stuff". Collate in a folder. Due at the beginning of class.

Class today: October 26th/27th

1. Ancient Literature Introduction quiz.

2. Go over using note cards in research

3. Read pages 30-31. Take notes.
Utilize the Non-fiction strategies to help pull out important concepts.

4. Review the Annotating a Fiction Text Handouts:
Annotating a Text Handout
Annotating Fiction and Non

Adjusted Paper Due Dates

Election Paper Due Dates:
Monday, October 10th: Paper preparation handout due *DONE
Wednesday/Thursday, October 12th/13th: Rough outline due *DONE

(New) Wednesday/Thursday, October 26th/27th: Research completed (go over note cards in class)

(New) Monday, October 31st Handwritten rough draft due

Wednesday/Thursday, November 2nd/3rd: Typed draft printed off for class to peer proof.

Tuesday, November 8th: (Election Day!) Paper due by 6:59 PM. Polls close at 7:00 PM. There is no school on this date. Papers will be submitted electronically to Turnitin.com. They will not be accepted after 6:59 PM.

Wednesday/Thursday, November 9th: Turn in at the beginning of class, already collated: Typed peer proofed copy, handwritten copy, outline, note cards, paper preparation sheet

October 25th- Class today

1. Your quiz has been postponed until your block class (Wednesday/Thursday). You better have a fabulous grasp on the reading by now!
2. Log into USA TEST PREP- Broncos 33 and Chromebook log in and password. You have EOC practice to complete based of the EOC baseline test. Each assignment requires an 80% passing. Focus on the questions!

Have your research with you on your block day. I will go over note cards when I am back.

Class today: October 24th

1. Please review over the Using Note Cards page in your Presidential paper handout. I will go over this information on Tuesday.
2. Make sure you are as close to finished as possible with researching for your paper. We will be starting the sorting research and writing this week. It will go quickly.
3. You have a reading quiz tomorrow over Ancient Literature introduction. Be ready for this! Utilize Cornell notes for studying.

Class today: October 18th

1. Grammar Terms test
2. Research Presidential Election Paper

And an appropriate video for the rest of your school-free week....

Week in Advance: Schedule for October 17th-25th

Monday, October 17th: 
1. Thomas Foster's How to Read Like a Professor presentations and peer comments due.
2.  Sentence diagramming review for grammar terms test.
3. Researching for Presidential Election paper

Tuesday, October 18th: 
1. Grammar terms test.
2. Researching for Presidential Election paper

Wednesday, October 19th: 
1. All-School Testing: ACT or PSAT
2. Researching for Presidential Election paper

Thursday-Friday, October 20th-21st:  No School
1. Researching for Presidential Election paper

Sunday, October 23rd: 
1. Researching comes to a close

Monday, October 24th: 
1. Marty Schulenberg's birthday (My big brother)
2. Bring research to class and learn how to go through research with note cards

Tuesday, October 25th: 
1. For today, have read in Lit text book: Pages 16-27. Take very good notes. Remember informational text notes practices AND CORNELL NOTES! Seriously! We will have a reading quiz today. You will need to bring your TEXTBOOK to class starting today. 

Class today: October 17th

Remember:
1. Grammar terms quiz tomorrow!
2. Reply to 2 classmates presentation by 11:59 PM!

Class today:
1. Sentence Diagramming Review:
Make sure that you have the following parts of the sentence and how to diagram each in your notes

- Predicate nouns and adjectives
- Compounds (nouns, predicates, direct objects)
- How to diagram "not"
- Modifiers
- Indirect Objects
- Direct Objects
- Prepositional Phrases
- Object of the Preposition
- Linking Verbs
- Transitive and Intransitive Verbs
- Gerunds
- Infinitives
- Conjunctions
- Compound/Complex Sentences

For help... Go through with your notes, the following PowerPoint
Sentence Diagramming PowerPoint

To spot check individual diagramming aspects... such as.. "how to diagram a gerund"...
Sentence Diagrams- Parts of Sentence, Specifics

When you are done... Try out your skills...  Put the following sentences in your notes;
Complex Sentences Diagramming

Class today: October 12th/13th

1. Your Presidential Paper Outlines are due today.
2. Please upload your "as final as possible" thesis to Google Classroom by Friday.
3. Remember you have a Grammar Terms test on October 18th!!!

4. You will pick one of the read chapters from Foster's How to Read Like a Professor.  From this chapter, you will be creating a Google Presentation where you will address the following components:

• What is the title of the chapter and how is it significant? Meaningful? Intriguing? Essentially how does the title function for the chapter?
• What is the major claim of the chapter?
• How is this claim relevant to this class? To life? How did the claim challenge you to think? Change your thinking? Reinforce your ideas?
• What evidence did you find effective to the claim? What did you find interesting about his explanation of this evidence? 
• What evidence, independent from the book, can you bring in to support his claim made in this chapter? (I am asking you to bring in other evidence NOT discussed in the book. Books you have read... movies... tv... life...).
• Are there any significant terms/definitions that the chapter introduces?
• Provide a brief synopsis/explanation/reference points for 4 books, authors, characters that Foster mentions in his chapter that you may or may not know. (This will call for Google. Please cite your referenced material. Wikipedia will be acceptable... but I CHALLENGE you to find a more literary palatable source)
• Final analysis can include any of the following: What questions do you have after reading the chapter? What do you think it teaches a student of literature? What did you learn about writing and/or literature? How can students use the material in classes/life? 

NOTES:

1. Properly cite Foster with the PDF page number in the parenthetical citation for your presentation. 
2. Do a works cited "slide" as the final slide.  Here is the MLA format for this specific type of material: 

Huddle, Nichole. Framework for Success in Postsecondary Writing. 2011.
     wpacouncil.org/files/framework-for-success-postsecondary-writing.pdf.

You will submit your presentation to Google Classroom by Sunday, October 16th at 11:59 P.M.
You will need to review and reply to 2 fellow student presentation addressing other chapters by the end of the day on Monday, October 17th by 11:59 P.M.

By the way... 
Bob Dylan has been awarded the Nobel Prize for Literature. 

Here is an article from the New York Times:
New York Times- Bob Dylan Awarded the Nobel Prize in Literature

And... a video of Dylan's beautiful anthem "The Times They are a Changin'" (1964)

Starting into the World of Research HELP

Welcome, My Little Pop Tarts, to the beautiful, yet maddening world of research!

Here are some reminders to help guide you as you make your way into this labyrinth..

1. Research is where the learning is now designed to occur. This is WHY it will be the staple in your classes/courses from this point forward. It demands you synthesize information. Remember, what you have been taught in this class, "The product is for the teacher/professor... the process is for the student" .  Embrace this. If you think that research is 'hide and seek', you will be missing the purpose of research and often will be missing the research itself.

2. Do not look for your thesis/ when you research. Your thesis/claim is the conclusion, or the top of the ladder. You are looking for the rungs that lead you to the top.

3. Research will have a dual purpose for you for a while: A) Gather knowledge B) Secondary support for your argument. Know the difference in purpose in the sources you are gathering.  Both will have to be cited.

4. When researching  you will have to implement the ability to think abstractly at your argument before it is made concrete.  What can help you is the "filing system". When you are writing an argument about Homeland Security, what other "file cabinets" may that topic be found? Immigration? Patriotism? Religion? Travel? Education? What about healthcare? Having the ability to have a 'shot gun' approach to research will help you broaden your perspectives.

5. This level of research (and beyond) is not a REPORT. Say that with me: "Researching no longer leads to a report". The shift in product demands a shift in approach to research. You are not reporting on the major exports of China. This is easy research. You are now researching the impact of technological exports of China on its agricultural importing. (Much different approach, huh? Think Bloom's)

6. Look to the BIBLIOGRAPHIES of the EXPERTS on the TOPIC! Once you find a fabulous source... look to their sources!

7. Remember your research QUESTION... your thesis/claim may become compromised as you research..  Researching can be a never ending process.. keep focused.

8. Set an end date on researching... meaning.. "I will be done with researching on this date".

9. To break down research, look at your thesis/claim in sections. You should have a broken down topic (do you need to address anything larger? anything smaller?). You have a distinct argument (What is the opposite side? What are the reasons for your argument? Data? Statistics? Reasons?) You have a blueprint? (This direction in itself can often give you a new framework to look at your topic, so look at it in isolation, too).

10. Start a preliminary Works Cited Page as you find sources... You can eliminate later.

11. Remember: 2 things. Audience awareness. Cite everything that is not your original idea.

Class today: October 10th

1. Working in small groups, you will work through the instructions for reading that you were given last class period:

• What is the overall point of the sections? Chapters? What is its thesis/claim? What is its goal? (This may come to you as you read) Track these ideas. 
• HOW are sentences functioning for the writer? Topic sentences? Data/evidence? Warrants? Narrative? Use the function to guide your comprehension. This will also help you distinguish what to write down and what to summarize. 
• How would you section off the ideas? Remember how paragraphing works. Use your new found skills to build meaning. 
• Look for transitions and the relationships they present in the surrounding text. I often square off transitions when I read. 
• Write some brief summaries of your findings when you finish a section.. a page... a chapter. 
• Obviously write down terms and definitions. 
• Finally, add your analysis and questions you have in your reading experience

How do your notes look? Have you covered the above concepts? How have they impacted your reading? How "well" would you say you know the reading?

When you are done, please look through a practice quiz over the reading. Found here: How to Read Questions

How quickly were you able to access the information? Did you have to look it up in your notes? Did you have it in your notes? 

Think about the difference in RENTING information and OWNING information. If you rent... you can't do anything with it.. and it is temporary. If you OWN the information, it is yours to alter, utilize, etc.

FOR TUESDAY:
Read chapters 5-7 in How to Read. Take thorough notes. 

Class today: October 7th

1. Read Chapters 1 and 2 of the book, How to Read Like a Professor. Don't worry, the chapters are small. The link is found here: Thomas Foster's How to Read Like a Professor Text

You will need to take notes on your findings. This is a nonfiction text; therefore, its goals are:

•  to inform,
•  instruct, teach, 
• challenge current ideas

When reading nonfiction, you need to approach it thinking like a writer. You have currently been working on writing structure and the components that need to go into writing to prove a point.

Sooooo, you need to enter into the text looking for its point!! 

As you are reading this text, you are to take notes on/annotate your reading. To help you with this process, as you are reading, things I encourage you to look for:

• What is the overall point of the sections? Chapters? What is its thesis/claim? What is its goal? (This may come to you as you read) Track these ideas. 
• HOW are sentences functioning for the writer? Topic sentences? Data/evidence? Warrants? Narrative? Use the function to guide your comprehension. This will also help you distinguish what to write down and what to summarize. 
• How would you section off the ideas? Remember how paragraphing works. Use your new found skills to build meaning. 
• Look for transitions and the relationships they present in the surrounding text. I often square off transitions when I read. 
• Write some brief summaries of your findings when you finish a section.. a page... a chapter. 
• Obviously write down terms and definitions. 
• Finally, add your analysis and questions you have in your reading experience

Class today: October 5th/6th

1. We are taking a practice EOC test at the beginning of the hour. This will set our baseline score. Our goal is to raise the baseline by the end of April when we take the state test.

2. Sentence conventions practice: USA Test Prep... Grammar and Usage Practice. Must pass with 85%.

3. Presidential Election Paper Assignment:

Election Paper Due Dates:
Monday, October 10th: Paper preparation handout due
Wednesday/Thursday, October 12th/13th: Rough outline due
Monday, October 24th: Research completed (go over note cards in class)
Wednesday/Thursday, October 26th/27th: Handwritten rough draft due

Wednesday/Thursday, November 2nd/3rd: Typed draft printed off for class to peer proof.

Tuesday, November 8th: (Election Day!) Paper due by 6:59 PM. Polls close at 7:00 PM. There is no school on this date. Papers will be submitted electronically to Turnitin.com. They will not be accepted after 6:59 PM.

Wednesday/Thursday, November 9th: Turn in at the beginning of class, already collated: Typed peer proofed copy, handwritten copy, outline, note cards, paper preparation sheet

Due: October 5th/6th

1. As announced in class, you will have a grammar terms test on October 18th over the following terms:  Grammar Terms List
- Look at the bottom of "Grammar Links" to find two different links to definitions. You must define... not provide examples of.
2. Aphorism projects are due at the beginning of class on Wednesday/Thursday. Make sure that everything is printed off and collated before you come to class. They will not be accepted AFTER I collect them at the beginning of the hour.

Class today: October 3rd

1. Boot Camp projects are due today. No excuses.
2. Aphorism projects are due on Wednesday/Thursday.
3. For Tuesday, you need to take notes on the following links on Introductions and Conclusions. I will be going over how to write these specialized paragraphs.  Make sure that you pay attention to the strategies for effective ______, and what to avoid. Get these in your notes!

Writing Introductions
Writing Conclusions

4. When you are done, please review 1-12 on the different sentence diagrams. Make sure that you pay attention to the slight differences. You will also notice that #12 is adding in the indirect object. Please also do 29-31- The prepositional phrases. Have these techniques in your sentence diagramming notes.
Sentence Diagramming Basics

Practice the following sentences in your notes. Mark the part of the sentence for each: 

     1. She slammed the door. 

     2. The author wrote a long book. 

     3. My mom told me a long story about my family. 

     4. We gave the lady a ride home. 

     5. A happy dog ran down the street. 

     6.  The children climbed up the stairs. 

Upcoming due dates: Boot Camp Conclusion and Aphorism Project

As we are finishing up the Steps of Writing, we will be also concluding the Alchemist aphorism project.

Therefore, you will need to do the following for. . .

MONDAY, October 3rd. 
1. Pick ONE of the two Boot Camp topics that you have completed Step 7 of Writing (Written draft). Again, pick one. From this writing sample, you will need to integrate TRANSITIONS and PARAGRAPHING into one of your writing samples. You will need to have this final step typed with MLA formatting. Your final copy will be on the top of the 1-7 steps. This all needs to be stapled together in reverse order (Step 1 on the bottom.... 8 on the top).  Do not wait to print at class time... you will not be allowed. Do it before!

For WEDNESDAY/THURSDAY, October 4th/5th. 
1. Your APHORISM PROJECT will be due in its entirety. This includes a final draft of the business letter AND the bumper sticker. You will find the template for the business letter on the right under "writing links". Use the BLOCK format. You will turn in the aphorism packet, the article that has been annotated, your colorful bumper sticker ALL with the business letter ON TOP.

We will be starting new "stuff" on Friday, September 30th. Therefore, notice the due dates are ahead of time. Stay current with new information, but manage your time effectively on the two upcoming due dates.

Class today: September 27th

1. With your two Boot Camp topics, you have completed Step 7 of Writing (Writing rough draft integrating source material).  You will switch the two bodies of writing with a partner. They will be proofing each body thoroughly.

Coding System:
1. Underline the thesis/claim
2. Count the three major supporting points 1, 2, 3
3. Mark I for the introduction (contextualizing, attributing to author) on quotes
4. Mark C for proper citation of the quote (parentheses... author last name if not mentioned before... page number... period AFTER the parentheses)
5. Mark E for proper and effective WARRANTS.
5. Mark A, B for each example given under their main supporting points. Do this for each supporting point.
6. Mark I, II, III, IV for the TYPES of quote embedding.
             I: Colon           (Intro complete sentence : Quote)
            II: Tag line (active verb.. not said... proper punctuation)
            III: Source in the middle of the quote (with proper punctuation)
            IV: Grammatically integrated into own sentence (sentence has subject/verb... no run on)

2. When you are done, return the writing. You will visually see what you have.. and don't have. Please read through your writing, when you are done, at the bottom of each section, please write a concluding sentence. This sentence needs to SYNTHESIZE your argument. This means that you emphasize the significance of the argument, or you reiterate what the reader should understand about you argument that you present.

3. Please take notes over the following links for Wednesday/Thursday:
 Introduction to Transitions
Transitions

4. You will be having a quiz over Steps 1-7 of Writing September 28th/29th in class.

Due: Tuesday, September 27th

1. Pick TWO of your four Boot Camp topics. You should have an extended paragraph structure for each of these.
2. You will start writing from your thesis and follow your outline. As you write you will be integrating 'source' material. You will need the four ways of embedding a quote demonstrated in EACH extended paragraph structure.  You are actually writing now... not just planning.

- You may make up your source material for this exercise (and only this exercise). This assignment is about learning HOW to embed.
- We will pretend that your source is a book. Please reference the Purdue OWL and intext citation to do this correctly.
- When you are done, you will have two large chunks of writing with a minimum of 4 quotes each within. Make sure that you pay attention to the 4 things to remember when embedding a quote!

Type or handwritten... just make sure it is in hard copy form when you walk into class on Tuesday. You will not be allowed to go print it after class begins.

Grammar sentence diagramming handouts will be due on Tuesday. 

Due: September 26th

To have completed/ready for Monday, September 26th

1. 2 Sentence Diagramming handouts/practice

2. Aphorism project business letter outline. 

3. All notes on sources/quotations in your notes. 

4. Have a binder/planner.

Class on Friday, September 23rd.
1. Sentence Diagramming Practice:
Subject, Predicate Sentence Diagramming Practice
Subject, Predicate, Adj., Adv., Diagramming Practice

2. Watch the following video on Motivation. Think about what motivates us. What do we miss when we focus on the extrinsic? What are the three things that motivate?
Puzzle of Motivation- Ted Talk

Class: September 21st/22nd

1. In order to be ready for the next step of writing, I need you to go through and take notes on the following links found under "Writing Links". Go through in the following order:

• "Cornell Guide to Sources"
• "What must be cited"
• "UNC Source Integration"
• "Integrating quotes"
• "Integrating Quotes- Tag line examples" 

Take very thorough NOTES on the above links. 

I will be introducing STEP 7 on Friday. After this, things will move very quickly. You will be putting these skills into play. Makes sure that your notes are accessible for you!

Classwork Inventory:
For Today, what should be done:
1. Steps 1-6 for 4 Boot Camp Topics
2. All 6 Steps easily accessible in your notes.
3. Progress made on outline for Aphorism business letter.
4. Sentence Diagram Prezi reviewed more than once.
5. Diagrams 1-4 in your notes.

For Friday, what should be done: 
1. Outline for Aphorism project's business letter.
2. Review practices on sentence diagramming.
3. Notes on sources and quote integration in your personal notes.
4. HAVE A BINDER! 

Class today (9/20) and upcoming week.

For class today (9/20) you should have the following done:
1. Steps of Writing 1-5 completed with your Boot Camp Topics.
2. 4 practice claims/thesis statements done from Monday's class.
3. Review and take notes on Sentence Diagramming Prezi.

For class on September 21st/22nd.
1. Add step 6 to Boot Camp Topics
2. Review Sentence Diagrams

For Friday, September 23rd
APHORISM PROJECT: 
For your Aphorism project, you have done the following things:
          - Identified an aphorism from The Alchemist 
          - Explained the meaning and the overall value addressed in The Alchemist 
          - Examined a non-profit organization and picked one that you feel that aligns with the value
            you identified in your aphorism
          - Identified 5+ specific pieces of evidence from the non-profit site that supports your argument that this     specific aphorism would be an ideal message/slogan/aphorism for this non-profit..

Essentially... you have gone through steps 2-5 (and almost 6) of writing.

What is your research question?
What aphorism best represents the non-profit organization and why? 

Your Thesis:
The aphorism " ___________" best represents the ideals of ___________ non-profit because ___________________

Now... You have also come up with 5+ examples from the website that support your thesis. Can you "break up the topic"? Can they be linked under a larger topics (Think step 5 of writing)..
Are these examples better served as actual examples (Think step 6)?

1. THEREFORE... FOR FRIDAY, September 23rd.

*Please do an extended paragraph outline for your aphorism thesis (seen above)...
Outline... Fill it out.. do not write the paragraph.  You may need to revisit the website for another example(s) if possible.  Please include a brief warrant. As you start implement your backing, consult your secondary source.  This is a template.. .it may not fit EXACTLY to your needs for every point and example. Be able to adjust accordingly.

In the following structure, you need to address the COUNTER-CLAIM to your argument. Where would be the best location for its placement?

           I: Aphorism Thesis
                    A. Supporting point #1 (Broad point)
                                   1.  Example #1 (From website)
                                          -warrant
                                         - backing (secondary source)
                                   2. Example #2 (From website)
                                         - warrant
                                         - backing (secondary source)
                    B. Supporting point #2 (Broad point)
                                   1. Example #1 (From website)
                                          -warrant
                                          - backing (secondary source)
                                   2. Example #2 (From website)
                                          -warrant
                                         - backing (secondary source)
                   C. Supporting point #3 (Broad point)
                                 1. Example #1 (From website)
                                         - warrant
                                         - backing (secondary source)
                                2. Example #2 (From website)
                                          - warrant
                                         - backing (secondary source)

Class today: September 19th

1. We will practice writing a claim/thesis over the following four topics

• Spirit Week
• Pro-athlete salaries
• Kardashians
• National Anthem 

Check:
       1. Your formula
       2. Use of an active verb
       3. Your argument is debatable in an academic setting. (look at formality)
       4. Topic has been adjusted in size where necessary (up or down)
       5. You are answering "how" or "why"?

2. We will then go over Step Five of Writing: Basic "paragraph" Structure

3. We will be diving into Grammar Diagramming today.  Please go through the following presentation on the basics of diagramming: Sentence Diagramming Prezi

Homework: Go through the four Boot Camp Topics with Step 5 of Writing and take notes over the Diagramming Prezi.

Class today: September 16th.

Thesis Writing.... Got to Care!

1. Remember, the ultimate aspect of success in thesis/claim writing comes from the care in which you approach the content. You must start caring and forming opinions about the world around you! Therefore, read the following articles. Please note the opinions of the authors do not necessarily reflect my own.. the purpose of these specific articles are to engage your opinions on timely subjects.

No One Cares About Climate Change

Average Cost of Raising a Child

Emma Watson- WP

Why India's Narendra Modi

For each article, draw a t-chart in your notes and on one side take notes on WHAT YOU LEARNED and on the other side write WHAT YOU THINK.

This is, of course, is a style of higher level annotation where you are not only keeping track of new information... but also starting to form opinions about what you are reading!!  As you are gathering the "what"... you are starting to think of the "why" and "how".

Be thinking about the formula of the thesis/claim and the checklist as you are doing this activity.

2. When you have finished this, you will need to submit a document to Google Classroom with a THESIS STATEMENT for each t-chart/article.

HOMEWORK: Write a thesis/claim for EACH of the Writing Boot Camp subjects.. Go through and check them against the formula and checklist.

Remember: MONDAY IS "RED, WHITE, AND BLUE DAY" for Homecoming! I expect you all to be dressed in full spirit mode!

Due: Friday, September 16th

The following things should be done by Friday:
1. Aphorism project: Up through summarize the article.
2. Steps 1-3 with the 4 topics: Family, Pets, Food, Sports
       - make sure that each step is labeled clearly.
       - also make sure that you do all of Step 1 first... then Step 2... Step 3..
      -  do not put into your notes. You will turn in at the end of Step 8
3. Make sure that the diagnostic test for No Red Ink is done.

For Friday:
1. Take VERY good notes on the following material. I will go over it on Friday.

STEP 4 of Writing: Writing a THESIS OR CLAIM. 

Definition of THESIS: arguable main idea of a paper or paragraph

Purpose of Step 4: to provide analysis and argument of a topic, as well as providing a clear road map for the writer and the reader. 

Formula of a thesis: Subject + Attitude or Belief about this subject + Blueprint = Thesis

Checklist for evaluating a thesis:

1. Is the thesis/claim debatable? 

2. Does it answer an intellectual question? 

3. It is not a statement of fact (consider the audience). 

4.  Does it clearly point the direction of the argument (limiting it scope).

5. Is the language vivid and clear?

6. Is the point I’m making one that would generate discussion and argument, or is it one that would leave people asking, “So what?” (does it pass the "how" and "why" test?)
7. Does it use an active verb? (Avoids "Be Verbs... is, are, am, were)

Review and take notes over the following links:
http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml 
http://www.csus.edu/englishta/ta/inclassactivities/Writing%20a%20strong%20thesis%20statement.doc 

** Try the revise exercise at the end.

Class today: September 13th

1. Please make sure that you have familiarized yourself with the two links on summarization that I posted last class period. Have good notes on both links!

2. Go to No Red Ink
      1st Hour: fd8efa4h
    4th Hour: wdvfcwh7
    7th Hour: 39e3va44

Please sign yourself into the class with the above class codes and take the diagnostic test found under assignments. This is due by Thursday, September 15th. 

4. Make sure that you are all caught up with the Aphorism Project up through the "summarization" request.