Tuesday, December 11th

1. Finish Lord of the Rings... or really close.

2. Continue work on oral commentaries.

Oral Commentary Examples:  This is an IB students with plenty of practice. I am giving you this video to only give you an idea of what the literary analysis/ conversational style of the presentation.  Your presentation is not expected to be: A. This length. B. This skilled. (Yet) C. Have visual aids

Oral Commentary Sample

Monday, December 10th

1. Continue watching Lord of the Rings. 
2. Remember to sign up for a presentation time.

4th Hour (21): December 18th and 19th
5th Hour (17): December 18th, and 19th
6th Hour (21): December 17th and 18th
7th Hour (25): December 13th, 14th, and 17th  ** Start this week

Friday, December 7th

1. Continue watching Lord of the Rings. Make sure that you are gathering evidence for your type of archetypal journey.

FOR MONDAY:
1. Make sure that you have gone through Gilgamesh and have your evidence that you will want to reference for your presentation.
2. Try to have as solid of an outline as possible... you can add in your final evidence from the end of the film on Monday.
3. Start practicing.

Final Presentation Sign up... stick to pre-set amount per date.
Final Presentation Sign Up

Wednesday/Thursday, December 5th/6th

Final Preparation

Final Oral Commentary Assignment and Scoring Guide found here: 

Archetypal Journey- Final Oral Commentary

IB Oral Commentary Scoring Guide

Oral Commentary/presentation help: 
Look to "Presentation Links" to your right >
These links will give you good advice for what to do and what not to do when
giving an oral presentation.

Presentation Schedule:

4th Hour (21): December 18th and 19th

5th Hour (17): December 18th, and 19th

6th Hour (21): December 17th and 18th

7th Hour (25): December 13th, 14th, and 17th

Sign up will be on Friday, December 7th

Tuesday, December 4th

For today, we have gone through the "WHAT," "HOW," and "WHY" with HISTORICAL CONTEXT. You should have historical evidence... literary evidence... and some analytic conclusions.

1. We will now add in our next literary device in order to analyze the text of Gilgamesh.

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

Literature: A product of humanity. . . written about what it means to be human. 

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.
• There is a list of archetype examples.. you do not need to write each one down, but the more archetypes you are familiar with, the more you will have to apply to multiple texts. 
• As you take notes, remember your goal is to understand this technique, which is developed from the field of psychology. Think about what will help you read a text, and understand a text, with more depth. Look to the information as advice. . . a how-to manual. 
• Archetypes are incredibly helpful when studying literature because they capture the unconscious structure of society as it responds to. . . reflects its culture.  
• As you are thinking about archetypes, consider the working definition of literature that we are using in this class. How do they interact? Complement each other? 

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

*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)

Monday, December 3rd.

For today, using the aspects of culture as our jumping off point for applying HISTORICAL CONTEXT to the text of Gilgamesh.

You have started to examine the influence of the cultural aspects of ancient Mesopotamia upon Gilgamesh.

We have determined the "HOW" (how the text does what it does) and the "WHAT" (what specific evidence in the plot of the work demonstrates the application of literary device) to begin literary analysis.

Today, we will be working on the "WHY?" Things to consider:

• What is the impact of these findings on the meaning of the text?
• What is the significance of this inclusion in the text?
• Why do you think that this was included? 
• What do we learn from its inclusion? 

For example: 

Aspect of culture: Beliefs
Historical context: Ancient Mesopotamia practice of polytheism
Gilgamesh: Often see gods as adversary to each other, or human counterparts.

WHY?   Results? Significance? Contribution to meaning? Polytheism is presented more as competitive with humanity versus attentive to the need of the practitioners.

In class: 
As a group, start discussing your "hows" and "whats"... Talk though specific findings in both history AND text. Reference specific text in your discussion of Gilgamesh.  With your discussion, start addressing the "WHY"...  Add these conclusions or thoughts into your notes. 

Friday, November 30th

We have been using the large definition of CULTURE to provide us direction in our start of examining HISTORICAL CONTEXT.  We will first review the definition of culture and the expansion on the definition.

Now that you have read the selection from the ancient Mesopotamian text, The Epic of Gilgamesh, you need to think to the large aspects of culture that you feel can be explored further to start our analysis of Gilgamesh. 

The following will go in your notes. 

1. Select 4 large aspects of culture. You select which aspects you want to examine further, and that you feel is relevant.

2. With each of these aspects of culture, you will turn to our literary device, HISTORICAL CONTEXT. What events during the time of Gilgamesh's creation and transmission, do you think are relevant as a reflection of the culture that created the text? You can use your text book, but also look online. Please keep in mind the time period of the text... oral transmission and written text....  when you are looking for influence.

3. For each of the aspects of culture, you will then need to gather evidence from Gilgamesh that you feel is a reflection of the cultural/historical context.

Timeline to consider for The Epic of Gilgamesh:
2500 BCE- Earliest legend of Gilgamesh orally composed
1700 BCE- Old Babylonian version of Gilgamesh
1300 BCE- Standard version of Gilgamesh written down
650 BCE- Gilgamesh epic collected and copied for Ashurbanipal's library
612 BCE- Gilgamesh epic buried when Ashurbanipal's library destroyed. Lost for 24 centuries.
1849 CE- Austen Henry Layard unearthed remains of buried library.

 Tablet V- Epic of Gilgamesh 

Relevant Historical Connection to Current Day: 

Assyrian Guardian Figure- British Museum, London (Photo by Lara Cole)

Story on destruction of Nimrud by Isis: Isis Destruction of Ancient Assyrian Site

Wednesday/Thursday, November 28th/29th

1. Literary Device:
Historical Context: The influence that a time period has on the creation of a text.

Guided by the big aspects of culture, what components in the first section of reading, do you feel could have an impact on the creation of literature of the era.

2. Read pages 30-31. Take notes. Note the significant  literary devices. This is going to be a significant building block!

Utilize the Non-fiction strategies to help pull out important concepts.

3. Make sure that you have the following literary devices and definitions covered in the reading- 30-31.

• Archetypes
• Quest
• Epic
• Proverbs 
• Sacred Literature
• Myth
• Historical Context

3. Read pages 32-46 in your lit anthology- Gilgamesh 
- Utilize the non fiction strategies to help take notes on the first introductory pages.

Remember that literary devices are our entrance into analysis. So, as you are reading, be mindful of the HOW and WHY as you are keeping track of the WHAT. 

• Consider the device of Historical Context... and the notes on Mesopotamia... that could have an impact on meaning of the text. 
• Consider the big aspects of culture, and how they are represented in Gilgamesh. 

Tuesday, November 20th

1. Ancient culture quiz.
2. Hand turkey creation! Happy Thanksgiving!

Monday, November 19th

1. Culture chapter reading quiz.

2. It is Literature Anthology Day! Literature Anthology Day!! YAY!! Lift with your legs.

3. For TUESDAY: read in Lit text book: Pages 16-27. Take very good notes. Remember informational text notes practices. Take GOOD NOTES!  Seriously!  In one section of your notes, please interact culture with the reading you are doing. 

We will have a reading quiz on TUESDAY!

You will need to bring your TEXTBOOK to class starting today. YAY!

Friday, November 16th

1. Papers were due to Schoology at 7:30. Good work, y'all! You are done!

2. How Culture Drives Behavior- Ted Talk

3. Psychology of Culture- Ted Talk

Take notes on:

• The process of examining culture... the how to.. 
• Tips/challenges that we should try to adopt according to the speaker.
• Any examples that resonate with you.
• What you are learning about the study of culture.

FOR MONDAY:

1. Finish reading the chapter on culture (From Wed/Thurs). Annotate and take notes. Be ready for

a quiz.

Wednesday/Thursday, November 14th/15th

Culture: 
Sociology understands culture as the languages, customs, beliefs, rules, arts, knowledge, and collective identities and memories developed by members of all social groups that make their social environments meaningful. Sociologists study cultural meaning by exploring individual and group communication; meaningfulness is expressed in social narratives, ideologies, practices, tastes, values, and norms as well as in collective representations and social classifications.
http://www.asanet.org/topics/culture

Further distinctive descriptions:

• Culture refers to the cumulative deposit of knowledge, experience, beliefs, values, attitudes, meanings, hierarchies, religion, notions of time, roles, spatial relations, concepts of the universe, and material objects and possessions acquired by a group of people in the course of generations through individual and group striving.
• Culture is the systems of knowledge shared by a relatively large group of people.
• Culture is communication, communication is culture.
• Culture in its broadest sense is cultivated behavior; that is the totality of a person's learned, accumulated experience which is socially transmitted, or more briefly, behavior through social learning.
• A culture is a way of life of a group of people--the behaviors, beliefs, values, and symbols that they accept, generally without thinking about them, and that are passed along by communication and imitation from one generation to the next.
• Culture is symbolic communication. Some of its symbols include a group's skills, knowledge, attitudes, values, and motives. The meanings of the symbols are learned and deliberately perpetuated in a society through its institutions.
• Culture consists of patterns, explicit and implicit, of and for behavior acquired and transmitted by symbols, constituting the distinctive achievement of human groups, including their embodiments in artifacts; the essential core of culture consists of traditional ideas and especially their attached values; culture systems may, on the one hand, be considered as products of action, on the other hand, as conditioning influences upon further action.
• Culture is the sum of total of the learned behavior of a group of people that are generally considered to be the tradition of that people and are transmitted from generation to generation.
• Culture is a collective programming of the mind that distinguishes the members of one group or category of people from another.

http://people.tamu.edu/~i-choudhury/culture.html

** Make sure that the above is in your notes by Friday, November 16th
__________________________________________________

1. Annotating Non-Fiction: Text Annotation Instruction- Non-Fiction

2. Read the following chapter on culture. You will read a section and take notes while you read. When you have a section done, you will compare notes with a partner on what you have written down and what you understand about the meaning. Take thorough notes on the reading. Please have this done by MONDAY, November 19th. There will be a quiz.

The Concept of Culture

2. Papers are due Friday, November 16th at 7:30 AM.

Tuesday, November 12th

1. Introductions and Conclusions-

Writing Introductions- UNC

Writing Conclusions- UNC

2. Writing an academic title-
Writing an academic title- colon method

UPCOMING:
Full paper and FINAL DRAFT due on Friday, November 16th at 7:30 AM.
This includes intro, body, conclusions, and works cited page.

Monday, November 12th

The typed draft of your paper is due today.

You will have 1 partner read through your paper marking the following:

Proofreaders:

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? Diction choices accurate? No "YOUS". No "I". 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 claim? Is the evidence relevant? Does the entire paper support the requirement of the prompt? Are there appropriate WARRANTS following the evidence? Does it sufficiently address the purpose of writing? Mark errors or comments in RED. 

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. Does the introduction utilize the INTRO FORMAT? Is the ARGUMENT complete with utilizing Toulmin's methods of argument? (Claim, evidence, warrants) 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? Does the conclusion utilize the CONCLUSION format/purpose synthesizing the argument? 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!

Purdue OWL MLA Guide

Has the author appropriately addressed MLA Style Guide? Colon formatted Title?? Works Cited page done correctly? No differences in font, size, etc? 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. 

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

AFTER you are done PROOFING:
Look over your paper with the scoring guide below. This is the scoring guide I will be using to grade your paper. It is missing, however, the final column which is Works Cited and In-text citation.

Argument Rubric- Screen Shot  (The score points are 5, 4, 3, 2, 1 going from left to right)

November 9th

1. MLA Works Cited Practice: MLA In text Citation and Works Cited Practice Assignment

Use the Purdue OWL to help you complete the assignment. MLA Purdue OWL

Do on your own document. Turn in your fixed citations to Schoology.

2. After you are done, you will have today to work on your rough drafts of your paper.
The full body of your paper... textual support, citations, works cited page are all to be PRINTED OFF when you come to class on MONDAY.

We will go through a thorough proof reading session on Monday.
Email me if you have any questions.

November 7th/8th

1. Discussion of How to Read Like a Professor.
2. Check OUTLINE for Last Lecture paper with Mrs. Cole

Research evidence for your paper.

Monday, November 5th

"Remember, remember the 5th of November"

First:
1. Upload your paper's thesis/claim to Schoology.  This is due the first 10 minutes of class.
2. Upload a picture of your NOTES you took over the reading for today. This needs to be done at the beginning of class. This is due the first 10 minutes of class. 

________________________________

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

Discuss: 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?

2. When you are done with your discussion, on your own, please look through a practice quiz over the reading. You do not need to write down answers.. but check that they are IN your notes! 

Found here: How to Read Questions
This will give you good feedback as to your comprehension of the two chapters.  

3. Discuss with your group: 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.

3. When your group work is done, you will be creating, on your own, a POSTER with an awesome piece of advice that you learned about reading! Make sure that you credit it to the author/citation. Post the poster in Schoology.

Friday, November 2nd

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!! 

NOTE TAKING GUIDE. Yes, you will take notes as you read.

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. 

For Monday: 

1. Your paper's thesis is due. (Don't forget about your paper)

2. Your notes over your reading will be checked. 

3. You will have a quiz over the reading. 

Wednesday/Thursday, October 31st/November 1st.

1. Turn in Boot Camp Project TODAY.

On your final draft, please code the following elements:

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 * for explanation of the quote
6. Mark E for proper and effective WARRANTS.
7. Mark A, B for each example given under their main supporting points. Do this for each supporting point.
8. Mark I, II, III for the TYPES of quote embedding.
             I: Colon  (Intro complete sentence : Quote)
            II: Tag line (active verb.. not said... proper punctuation)
            III: Grammatically integrated into own sentence (sentence has subject/verb... no run on)
9.  Circle each transition or transition phrase.
10. Write CC beside your counterclaim
11. Mark P beside your demonstration of effective paragraphing!
13. Write SYN next to your concluding synthesis statement (end of writing)'

------------------------------

The Paper: 
Last Lecture Paper

Research Databases:
Opposing Viewpoints in Context
Global Issues in Context
Mid-Continent Databases Link

Due Dates: 

November 5th: Thesis due

November 7th/8th: Outline due (Extended paragraph structure)

November 12th: Typed draft due for peer review

November 16th: Final draft due at 7:30 AM to Schoology

Get Started: 
1. Think about what direction you will take your paper... Happy... Successful.... Purposeful.
2. Start with Step 2-4 of Writing- Brainstorm, break down the topic, and then thesis/claim.

Tuesday, October 30th

1. With your two Boot Camp topics, you have completed Step 7 of Writing (Writing rough draft integrating source material) and Step 8 of Writing (Writing rough draft integrating transitions).  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 for the TYPES of quote embedding.

             I: Colon  (Intro complete sentence : Quote)

            II: Tag line (active verb.. not said... proper punctuation)

            III: Grammatically integrated into own sentence
                  (sentence has subject/verb... no run on)

7.  Circle each transition or transition phrase.
----------------------------------------------------------------------

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 get the following information in your notes:

Step 9 of Writing- Paragraphing and Counterclaims

Where to Put a Counterargument

Counterargument can appear anywhere in the essay, but it most commonly appears:

• as part of your introduction—before you propose your thesis—where the existence of a different view is the motive for your essay, the reason it needs writing;
• as a section or paragraph just after your introduction, in which you lay out the expected reaction or standard position before turning away to develop your own;
• as a quick move within a paragraph, where you imagine a counterargument not to your main idea but to the sub-idea that the paragraph is arguing or is about to argue;
• as a section or paragraph just before the conclusion of your essay, in which you imagine what someone might object to what you have argued.

But watch that you don't overdo it. A turn into counterargument here and there will sharpen and energize your essay, but too many such turns will have the reverse effect by obscuring your main idea or suggesting that you're ambivalent.

Copyright 1999, Gordon Harvey (adapted from The Academic Essay: A Brief Anatomy), for the Writing Center at Harvard University

How do I know when to start a new paragraph?
You should start a new paragraph when:

• When you begin a new idea or point. New ideas should always start in new paragraphs. If you have an extended idea that spans multiple paragraphs, each new point within that idea should have its own paragraph.
• To contrast information or ideas. Separate paragraphs can serve to contrast sides in a debate, different points in an argument, or any other difference.
• When your readers need a pause. Breaks between paragraphs function as a short "break" for your readers—adding these in will help your writing be more readable. You would create a break if the paragraph becomes too long or the material is complex.
• When you are ending your introduction or starting your conclusion. Your introductory and concluding material should always be in a new paragraph. Many introductions and conclusions have multiple paragraphs depending on their content, length, and the writer's purpose.

Copyright 1999, Gordon Harvey (adapted from The Academic Essay: A Brief Anatomy), for the Writing Center at Harvard University

For Wednesday/Thursday:
You will need to fix any issues found in your proof-reading exercise... as well as adding thoughtfully a counterclaim and demonstrate effective paragraphing. This will be your final draft.

All of your Boot Camp Steps are due on Wednesday/Thursday in reverse order of completion (Step 2 on bottom) with final typed copy stapled on TOP of your steps. Make sure that each step is CLEARLY labeled.

Monday, October 29th

In CLASS:

We will review the ways of source/quote integration.

FOR TUESDAY: 

Collate your Steps 2-6 of Writing for your Boot Camp topics. Make sure that each step is CLEARLY LABELED.

Select 1 of the 2 extended paragraph structures you did for Step 6 of Writing. You will be completing STEP 7 and 8 of Writing with the ONE extended paragraph structure.

You will actually write out the draft from your extended paragraph structure. Write your thesis as the first sentence (we will adjust this later)... integrating transitions and source material as you write. For this exercise and this exercise ONLY, you will make up the quotes. I am not requiring you to research for this one and only assignment. This assignment is about practice the integration of the source material.

Things to remember: 

• You will need to include 3 direct quotes with citation. Please use the three of the four types of quote integration that I reviewed in class. 
• Reference your counterclaim somewhere in your writing.
• In-text citation will be from a book. Nice and easy.  But for future notice... check out the OWL for the different ways of doing IN-TEXT citations. OWL In-text Citation

Friday, October 26th

Wednesday/Thursday we listened to some important information about evaluating and finding sources that we will be putting into play very soon. Keep a hold of your notes.

The Last Lecture. Now that you have finished Randy Pausch's memoir, we are going to have a small group discussion over the larger issues discussed in the book. I want you to notice that these questions are not specific, plot-based questions. They are written as one steps back from the book and identifies the larger thematic/motif issues. These are the issues are what make a text universal and applicable to a wide audience (IF WE ALLOW OURSELVES TO SEE THEM).

1. With each question, I want you as a group to discuss the question, itself, first. HOW does the question develop out of the book? What issue(s) is the question zeroing in on? How are these applicable issues to a wide-spread audience? It is truly an important skill to back away from the specific details (the what) to ask and see the how and the why. 

2. After you have discussed the question, itself, your group can move on to the content of the question.

QUESTIONS FOUND BELOW:

The Last Lecture Discussion Questions

Tuesday, October 23rd

Step 8 of Writing: Writing the Rough Draft Integrating Source Material
(Step 8 is done at the same time as Step 7)

Primary Source: Source of analysis or critique
Secondary Source: Source that critiques or analyzes the primary source

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". Your notes are going to be resources for you as you write. As you reference your notes, you will be gradually reprogramming yourself in the way you need to write.

Go through in the following order:

• "Cornell Guide to Sources"
• "What must be cited"
• "UNC Source Integration"
• "Integrating quotes" (Gives the different methods of integrating quotes)
• "Integrating Quotes- Tag line examples" (This is just a look through. Jot down some examples)

2. Take very thorough NOTES on the above links.

3. We will be digging deeper into secondary source material on Wednesday/Thursday with the LMC's presentation on SOURCES.

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

4. Don't forget about The Last Lecture. Reading should be done by Friday.

Classwork Inventory: For Today, what should be done: 1. Steps 1-5 for 4 Boot Camp Topics 2. Step 6 for 2 of the 4 Boot Camp Topics 3. All 7 Steps (of notes) easily accessible in your notes. 4. The notes getting ready for Step 8 in your notes.

Monday, October 22nd

For today: 

• Steps 2-5 should be done for all 4 Boot Camp topics. 
• Step 6 should be done for 2 of the 4 topics. 

Class today: 

Step 7 of Writing: Write rough drafts integrating transitions.

Things to know: 

• The Steps of Writing are to take us through the body of a paper... Introductions and conclusions are a different animal. 
• Step 7 and 8 will be simultaneously... we are just learning them separately to focus on the skill).
• Steps 5-6 are essentially outlining. Step 7 starts the writing of the rough draft of the body of your paper. 

What are transitions and how are they used?

• transitions are phrases or words used to connect one idea to the next
• transitions are used by the author to help the reader progress from one significant idea to the next
• transitions also show the relationship within a paragraph (or within a sentence) between the main idea and the support the author gives for those ideas
• different transitions do different things....

Transition Handout

TYPES OF TRANSITIONS:

• Transitions between sections: Particularly in longer works, it may be necessary to include transitional paragraphs that summarize for the reader the information just covered and specify the relevance of this information to the discussion in the following section.
• Transitions between paragraphs: If you have done a good job of arranging paragraphs so that the content of one leads logically to the next, the transition will highlight a relationship that already exists by summarizing the previous paragraph and suggesting something of the content of the paragraph that follows. A transition between paragraphs can be a word or two (however, for example, similarly), a phrase, or a sentence. Transitions can be at the end of the first paragraph, at the beginning of the second paragraph, or in both places.
• Transition words between sentences: As with transitions between sections and paragraphs, transitions within paragraphs act as cues by helping readers to anticipate what is coming before they read it. Within paragraphs, transitions tend to be single words or short phrases.

In class practice:
In groups of 3....

First, as a group, summarize the discussion we had about transitions. Also during this discussion, address the "hows" and the "whys" of transition usage.

Following your review discussion, you will need to open the following link: Transition Usage- Practice. Next, in your groups, you will review the types of relationships that transitions work to establish. Thereafter, work as a team to finish Exercises 1 and 2. Importantly, as you work through the exercises, discuss the effect of these transitions on how the sentences flow, and reader comprehension. There will be one paper to turn in for your group.

Afterward, you will need to open Schoology (as an individual), and respond to the following two prompts where you will demonstrate what you have learned about transitions in writing:

Directions: In you answering of the following two questions, SHOW how you integrate transitions in your writing. Secondly, write a transition sentence LINKING your two answers.

How does the use of transitions within your paragraphs improve the quality of your writing? 

As a reader, why does looking for transitions while reading help your comprehension? Your orientation with the subject matter? 

Tuesday, October 16th

Today, you will gather in small groups to perform 2 tasks:

1. Discuss the content of The Last Lecture.
The Last Lecture Discussion Questions

2. Start brainstorming some possible paper topics/issues that derive from The Last Lecture.

• What are some big universal issues that this text addresses? 
• What are some choices, stances, opinions, arguments that are made in the text that you feel warrant more thought? You disagree with. You agree with. Why? 
• What places do you gravitate to in your reading? Why? 
• Any quotes that you feel that are incredible poignant? Why? What is the issue or larger issue that they speak to? Can you find any other quotes that are "friends" of this quote? What patterns are being developed? 
• Do you notice anything about language? Literary elements? 

WHEN YOU ARE DONE:
1. Go to Schoology and report some of your findings about possible paper topics or issues that you think an argument/analysis can be found.

2. For Wednesday: PICK 2 of your Boot Camp topics. JUST TWO. You will construct an extended paragraph structure for both topics. You should already have Step 5 done for these. Keep these out of your notes..  They need to be attached to your Steps 2-5. Clearly label each step.

Monday, October 15th

Our discussion over The Last Lecture will take place tomorrow.

Turn in "prison" paper plan at the beginning of the hour.

1. Please log in to Noredink.com. There is some practice work on MLA Citation and sentence fragments. This is our highest critical area determined by the diagnostic test we took last week.

Please finish, if possible, during class today.

NoRedInk Codes: (if needed)
4th- fresh airport 52
5th- dashing knot 20
6th- fair hamster 2

7th- calm purse 79

2. When done, the kids can work on finishing Last Lecture.

Upcoming Schedule: 
Monday, October 15th: Noredink.com
Tuesday, October 16th: Group discussion- Last Lecture
Wednesday, October 17th: Step 7 of Writing and Half-day P/T Conferences
Monday, October 22nd: Group discussion- Last Lecture 
Tuesday, October 23rd: Step 8 of Writing
Wednesday/Thursday, October 24th/25th: LMC Presentation on Sources

Friday, October 26th: Step 9 of Writing (Last Step)

Thursday, October 11th

55 Incredible Photos of Girls Going to School around the World

Application day!!

We are going to put Steps 1-6 of Writing in to practice. You will be building a "paper" from the ground up. You will not be writing the full paper. We are just practicing the paper process up through the Extended Paragraph Structure from the following question:

Should punishment or should rehabilitation be the main purpose of prison? Why? 

1. First, we will be watching a 60 Minutes interview to get you thinking about your approach to your argument. You will want to take notes to help you have evidence for BOTH SIDES for Step 6 of Writing.
Pelican Bay- 60 Minutes Video  (VIDEO DOESN'T WORK)

UPDATE... Depending on if your CB lets you watch the video, here are some alternatives:

Prisoners Enrolled in One of the Toughest Rehab Programs... VIDEO
OR
Punishment Fails. Rehabilitation Works- NY Times .... ARTICLE
OR
The Economic Impact of Rehabilitation....  ARTICLE

2. Second, you will read an article about Arizona's tent jail. NPR- Tent City Prisons. Again, you will want to take notes for both sides of the argument to help you with evidence for Step 6. 

3. You will then, knowing you are writing to a formal audience (Step 1), Brainstorm... Breakdown the topic.... Thesis.... Basic Paragraph Structure. . . Extended Paragraph Structure.

For your warrants on the extended paragraph structure- just bullet point your connection
For backing on the extended paragraph structure- just write "backing" for now.
For your transitions on the extended paragraph structure- just write "transition" for now. 

PLEASE NOTE: 

For this exercise- REASON #1 and accompanying examples for your Basic Paragraph Structure/Extended Paragraph Structure will be your COUNTERCLAIM (opposite side or stance). So, if you are arguing for punishment... Reason 1 will address rehabilitation.  If you are arguing for rehabilitation, reason 1 will address punishment. 

FOR MONDAY: 

1, You will turn in all 5 Steps of Writing (2-6). Steps 2-5 can be handwritten. Please type up your extended paragraph structure and print it off for class on MONDAY. Staple everything together.

2. For Monday, have read through Chapter 16 in Last Lecture. Remember to be taking active notes as you read. You will have a group discussion on Monday over the first 16 chapters.

Upcoming Schedule: 
Monday, October 15th: Group discussion- Last Lecture
Tuesday, October 16th: Step 7 of Writing
Wednesday, October 17th: Half-day P/T Conferences
Monday, October 22nd: Group discussion- Last Lecture 
Tuesday, October 23rd: Step 8 of Writing
Wednesday/Thursday, October 24th/25th: LMC Presentation on Sources
Friday, October 26th: Step 9 of Writing (Last Step)

Tuesday, October 9th

Step 6 of Writing: Extended "paragraph" structure
** Notice Step 5 has been lightly highlighted.

 I: Thesis/Claim: 
                    A. Supporting point #1 (Broad point... written as a topic sentence)
                                   1.  Example #1
                                          -warrant
                                         - backing
                                         - transition
                                   2. Example #2
                                         - warrant
                                         - backing
                                         - transition 
                    B. Supporting point #2 (Broad point... written as a topic sentence)
                                   1. Example #1
                                          -warrant
                                          - backing
                                          - transition
                                   2. Example #2
                                          -warrant
                                         - backing
                                         - transition
                   C. Supporting point #3 (Broad point.... written as a topic sentence)
                                 1. Example #1
                                         - warrant
                                         - backing
                                        - transition 
                                2. Example #2
                                          - warrant
                                         - backing
                                         - transition 

Things to note:
1. Number of examples is not a fixed formula.
2. Transitions do not have to be written out in this step. This serves as a reminder of where they will go.
3. As we evolve, warrants won't be written out in outlining... you will just know they have to always follow evidence.

TERMS: 
Claim- argumentative/ analytic stance on specific topic.

Warrant- the explanation of how your evidence connects back to your claim

Backing- Additional justification for the warrant. Secondary sources usually fill this role.

Counterclaim- Acknowledgement of opposition position.

Rebuttal- Response to the opposition's position.

PRACTICE: 
Respond to the following prompt: Should LSN continue All-School Testing Day?

1. Write answer out as a thesis. 
2. Do Step 5 of Writing.
3. Do Step 6 of Writing. 

• Briefly jot out warrant.
• Write the words "backing" and "transition" as place holders knowing these will come. 
• Consider where your counterclaim will logically appear. 

FOR THURSDAY:
1. Read through Chapter 10 in The Last Lecture.

Monday, October 8th

1. Step 4 of Writing needs to be done for your 4 Boot Camp topics.

2. Step 5 of Writing: Basic "Paragraph" Structure

3. Continue video "Last Lecture".

For Tuesday:
Do Step 5 for all 4 Boot Camp topics. Clearly label.

For Thursday:

Read through Chapter 10 in Last Lecture. 

Friday, October 5th

1. You have submitted your 5 revised thesis statements for a grade today.

2. For Monday, please have a thesis written for each of your Boot Camp topics. Remember these? We will be moving on to Step 5 of Writing on Monday.

As we are finishing up Boot Camp over the next two weeks, we are going to pair this with our first reading.

Please read the first 4 chapters of Randy Pausch's Last Lecture found HERE: Last Lecture

In class we are going to start watching the lecture that inspired the book:
Randy Pausch "Last Lecture"

While you are BOTH watching and reading, you need to start collecting notes/ideas/thoughts.
Use strategies that have been presented in this class so far:

• What did I learn/What do I think?
• InSIGHTS note taking. 
• Brainstorming
• Breaking down/up the topic

These texts are going to be utilized later, so make sure that you are developing ideas and evidence.

Wednesday/Thursday, October 3rd/4th

1. Review the 10 thesis statements on the following handout as a small group.  You will collect notes as a group on each statement. 

Identify if they are strong or weak.. .and why? What is the type of claim that is being used? What type of claim would be better utilized? You will, as a group, rewrite the weak thesis statements. You will turn in a GROUP NOTES/ REWRITES to me. 

Thesis Practice Handout

2. After you have gone over the 10 practice thesis statements, take out your 5 thesis statements on 5 separate topics. You will be going through all of your thesis statements as a group. This is going to require some vulnerability as we get feedback back from our peers. Take notes on the feedback you have received. Use it to revise thesis statements for Friday.

3. NoRedInk.com
* You will be taking the Grammar/Mechanics Diagnostic test in NoRedInk.com. You need to try your best on each of these questions.

Please join your specific class hour.

4th Hour: Noredink.com Invite Link

5th Hour: Noredink.com Invite Link

6th Hour: Noredink.com Invite Link

7th Hour: Noredink.com Invite Link

FOR FRIDAY: 
1. Finish the diagnostic quiz (today) if possible, and if you haven't already.
2. Revise your 5 thesis statements and post on Schoology by Friday.

Tuesday, October 2nd

Review:
1. Quiz- 1st quarter review quiz in Schoology.

2. Please submit your TWO summer reading assignments to Schoology. Long story. Separate them into your annotations and your 3 critical questions. Submit the separate assignments to Schoology postings. (sigh)

4. Thesis review:

Thesis: Arguable statement which is the main idea of your paper/paragraph

Formula: Subject + Attitude/Belief +(because) Blueprint = Thesis

Thesis Checklist:

• Answer to an intellectual question (research question)
• Must be arguable/debatable (not a statement of fact)
• Points the direction of argument (how and why?)
• Passes the "so what" test
• Language is vivid and clear
• Avoids "be verbs" ... uses active verbs. 

Types of Claims- These will help you address a subject in an effective manner.
Purdue OWL Thesis/Claims

5. Practice thesis writing. In your notes, using the types of claims notes, formula, and then the checklist, write a thesis for each of the following topics.

Remember to write the research question first... the types of claims and/or Bloom's question stems can help you approach these topics.

Kansas City Sports
Iphones
Friendship
High School Activities
Happiness

4. When you are done, go through the checklist to make sure that you have addressed all components of a strong thesis. Look over the formula... do you have all three components? Write down what type of claim you are using for each thesis... is it cause and effect? Definition? Value? etc.?

Have these in your notes for Wednesday/Thursday.

October 1st

QUIZ HAS BEEN POSTPONED UNTIL TUESDAY~ 

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

2. 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 EACH of your thesis statements for each article to Schoology.

Friday, September 28th

1. Review THESIS/CLAIM statements.

2. As a group, indicate whether each thesis statement below is good or not. Discuss what would be the research question that the statement is answering. Explain why it is a good or a bad thesis, using the checklist, formula, etc.  If it is not an effective thesis, work on rewriting it as a group.

THESIS EXAMPLES:

• This essay will examine the effects of prohibiting fishing in the Otonabee River during spawning season.
• The development of steel was very important in the growth of a distinctively new architecture both in Europe and in North America.
• Every socioeconomic group in North America has suffered adverse effects from the growth of technology over the past century and a half.
• Both in terms of major energy production, such as the generation of electricity for cities, and in terms of localized energy needs, such as the fuel for a single automobile, hydrogen is the power source of the future.
• Shakespeare’s King Lear is pervaded by images of animals, of torture, and of clothing. 

2. When you are done as a group, you will individually need to write a research question and the coinciding thesis/claim for the following subjects. Once you have written your thesis, go over the checklist and post WHY it is, indeed, a thesis.
 Post in Schoology by 7:30 AM on Monday, October 1st.

• Professional Athlete Salaries 
• Social media
• Public libraries
• Vaping 

3. You will have a QUIZ over the following on MONDAY: Art of communication, Bloom's taxonomy, InSIGHT annotation, Ethos, pathos, logos, Socratic seminars, types of communication, Steps 1-4 of writing.

Wednesday/Thursday, September 26th/27th

1. Step 3 of Writing- Breaking Down the Topic is due today. You should have broken down each topic to a manageable size. Label these clearly.

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

Other thesis formula options: 

By examining _____, it is clear that ______. 

Although researchers believe/ or have argued ________, closer examination shows _________. 

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)

To assist in knowing how to approach a subject in order to make a claim about the material, you can utilize one of these four types of claims:

Types of claims:

Claims typically fall into one of four categories. Thinking about how you want to approach your topic, in other words what type of claim you want to make, is one way to focus your thesis on one particular aspect of your broader topic.

1. Claims of fact or definition: These claims argue about what the definition of something is or whether something is a settled fact. Example:

• What some people refer to as global warming is actually nothing more than normal, long-term cycles of climate change.

2. Claims of cause and effect: These claims argue that one person, thing, or event caused another thing or event to occur. Example:

• The popularity of SUVs in America has caused pollution to increase.

3. Claims about value: These are claims made of what something is worth, whether we value it or not, how we would rate or categorize something. Example:

• Global warming is the most pressing challenge facing the world today.

4. Claims about solutions or policies: These are claims that argue for or against a certain solution or policy approach to a problem. Example:

• Instead of drilling for oil in Alaska we should be focusing on ways to reduce oil consumption, such as researching renewable energy sources

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3.  Review through the material in the following link: Indiana University- Thesis Statements
Supplement your current notes. This will talk you through the process of developing a topic, through identifying a strong or weak thesis statement.

4. You will be getting into small groups. In your group you need to work through the following:

•  Discuss the strengths of the following thesis statements: 

Examples of good thesis statements:

• "The ability to purchase television advertising is essential for any candidate's bid for election to the Senate because television reaches millions of people and thus has the ability to dramatically increase name recognition."
• The organizational structure of the United Nations, namely consensus voting in the security council, makes it incapable of preventing war between major powers.

FOR FRIDAY.... read and take notes over the following handout: 

Thesis Handout