This morning, after I collect your Check, Please! worksheets for lesson two, I will return your drafts, and you will have the remainder of the class period to begin revising your literacy narratives on your laptops. You will have an additional week to continue your revision work before you submit the assignment to Blackboard and publish it as a WordPress blog entry. The due date is next Wednesday, February 7 (before class). The hard deadline is Friday, February 9 (before class). Directions for submitting your literacy narrative are included on your assignment sheet and on the Blackboard submission site.
As you continue to revise your literacy narrative, consider visiting The Writing Center. If you do so, you will earn five bonus points for the assignment.
To schedule an appointment, visit https://highpoint.mywconline.com, email the Writing Center’s director, Professor Justin Cook, at jcook3@highpoint.edu, or scan the QR code below. To earn bonus points for your literacy narrative, consult with a Writing Center tutor no later than Thursday, February 8.
Next Up
Wordplay Day! To prepare for class, revisit the Dictionary and World Builder pages on the Scrabble website and review the blog posts devoted to Scrabble.
Tomorrow, at the beginning of class, I will collect your worksheets for the second Check, Please! lesson. If you were absent on the day that I distributed copies of the worksheet or you have misplaced your copy, download the file from Blackboard and print it.
In preparation for submitting your assignment, review the notes below.
A summary is a third-person objective synopsis. In the first paragraph of your assignment, your summary, you should not use first- or second-person pronouns, singular or plural. In other words, “I,” “me,” “we,” “us,” and “you” should not appear in your summary. Your summary should also be free of commentary. If you use such words as “effective,” “useful,” and “instructive,” you have shifted from summary to commentary. Turn to commentary in your second paragraph.
Check, Please! is a nonprint source, which means that you do not include parenthetical citations with page or paragraph numbers (because, after all, there are no paragraphs or page numbers). Think of citing a website such as Check, Please! the way you would cite a film. Any lines that you include verbatim are enclosed in quotation marks, and the reader knows from the context that the lines are spoken in the film. The works cited entry at the bottom of the text provides the reader with the necessary source details.
Not all lists require a colon. Use one only if the clause (a group of words containing a verb) that precedes the colon makes sense on its own.
Consider the difference between these two sentences with lists:
In lesson two, Mike Caulfield continues his instruction in the four-step approach to determining the reliability of a source, which he terms SIFT: (1) “Stop,” (2) “Investigate,” (3) “Find better coverage,” and (4) “Trace claims, quotes, and media to the original context.”
The steps of SIFT include (1) “Stop,” (2) “Investigate,” (3) “Find better coverage,” and (4) “Trace claims, quotes, and media to the original context.”
The second example above does not include a colon because the clause before the list does not make sense on its own.
A work cited entry has a hanging indent, which means its appearance is the opposite of a paragraph’s. The first line of a paragraph is indented five spaces or one-half inch, and the remaining lines of the paragraph are flush left. In a works cited entry, the first line is flush left, and the remaining lines are indented.
Include concrete details. Specificity not only enables the reader to see your subject, it also demonstrates to the reader that you have examined your subject carefully.
Consider the difference between the two passages below.
Lesson two includes two websites that show how similar two can be even though one is propaganda.
Perhaps the most memorable portion of lesson two is the side-by-side comparison of the websites for the American Academy of Pediatrics and the American College of Pediatricians. Though at first glance the two appear comparable, using the Wikipedia strategy reveals their profound differences. While AAP is the premiere authority on children’s health and well-being, ACP was founded to protest the adoption of children by single-sex couples and is widely viewed as a single-issue hate organization.
The two passages above address the same websites featured in lesson two, but the first example provides the reader with no specifics.
Next Up
At the beginning of class on Wednesday, I will collect your worksheets for the second Check, Please! lesson and return the drafts of your literacy narratives. You will have the class period to begin revising on your laptops, and you will have an additional week to continue your revisions. The due date for posting your revision to Blackboard and to your WordPress blog is Wednesday, February 7 (before class); the hard deadline is Friday, February 9 (before class).
Today in class we will examine two literacy narratives written last semester. After you read and annotate the essays, you and two or three of your classmates will collaboratively compose a short assessment of each narrative.
In each assessement, consider whether the essay focuses on one of the following options for topics:
a memory of a reading or writing assignment that you recall vividly
someone who helped you learn to read or write
a writing-related school event that you found humorous or embarrassing
a particular type of writing that you found (or still find) especially difficult or challenging
a memento that represents an important moment in your development as a reader or writer
Also determine whether each essay fulfills the requirements listed below.
a well-told story
vivid detail
some indication of the narrative’s significance
a minimum of 600 words
After you have composed your assessment, you will review the grade criteria listed below, and assign a letter grade to each narrative.
An A literacy narrative complies with all of the assignment guidelines: it presents a well-told story, includes vivid details, and conveys the story’s significance in a way that demonstrates a depth of understanding. An A literacy narrative is also well organized and relatively free of surface errors.
A B literacy narrative complies with all of the assignment guidelines but may convey the significance of the story in a superficial way, may have issues with organization, or may be flawed by surface errors.
A C literacy narrative complies with most but not all of the assignment guidelines and may also be flawed by issues of organization and/or surface errors.
A D literacy narrative complies with only a few of the assignment guidelines and may also be flawed by issues of organization and/or surface errors.
An F literacy narrative fails to comply with most or all of the assignment guidelines and may also be flawed by substantial issues of organization and/or surface errors.
Next Up
At the beginning of class on Wednesday, I will collect your workshseets for the second Check, Please! lesson and return the drafts of your literacy narrative. You will have the class period to begin revising on your laptops, and you will have an additional week to continue your revisions. The due date for posting your revision to Blackboard and to your WordPress blog is Wednesday, February 7 (before class); the hard deadline is Friday, February 9 (before class).
Today is class you will begin planning and drafting your first essay assignment, a literacy narrative, which is an account of a learning experience involving reading, writing, or learning to speak a language.
Begin by asking yourself some of these questions: How have you come to think about yourself as a reader or writer? What were some of your most formative experiences as a reader or writer? What are some of the do’s and don’ts you have learned about writing? How has what you have learned about reading or writing enhanced your confidence and skill in that role? You don’t need to respond to all of those questions. Try picking one or two as a starting point, then begin bringing one of those experiences to life.
Your aim is to recreate your experience on the page and then to reflect on its significance. Your focus may be any one of the following:
a memory of a reading or writing assignment that you recall vividly
someone who helped you learn to read or write
a writing-related school event that you found humorous or embarrassing
a particular type of writing that you found (or still find) especially difficult or challenging
a memento that represents an important moment in your development as a reader or writer
Detailed instructions are included in the assignment handout that you will receive in class today. An additional copy of the handout is posted on Blackboard in the essay assignments folder.
Next Up
Wordplay Day! To prepare for class, review the Dictionary and World Builder pages on the Scrabble website. Also review tomorrow’s Scrabble post.
Today in class we will examine David Sedaris‘s essay “Me Talk Pretty One Day,” and you and three of your classmates will collaborate on an exercise that asks you to examine–and subsequently address in writing–these elements of his literacy narrative:
scene and summary–you will examine how and where Sedaris shifts from one to the other
hyperbole
metaphors and similes
Each of these elements can play an important role in a narrative, none more so than scene, which is vital to a story’s life. Without it, a narrative falls flat. With summary, a writer compresses time to offer an overview of events. Through scene, a writer lets time unfold in front of the readers’ eyes, which is what readers prefer. They are drawn into a narrative when they can see for themselves what is happening.
Next Up
Wordplay Day! To prepare for class, revisit the Dictionary and World Builder pages on the Scrabble website, and review tomorrow’s Scrabble post.
To honor Martin Luther King, Jr., today, I am asking you to you engage in a close study of his epistolary essay “Letter from Birmingham Jail.” Although I could ask you to listen to a recording of it, I ask that you to read it instead. King’s gift for oratory is well known, but for students of writing, closely examining his words on the page is a more pertinent exercise than listening to his voice.
What makes King’s letter an effective piece of writing? With that question in mind, consider these words: “Perhaps it is easy for those who have never felt the stinging darts of segregation to say, ‘Wait” (par. 14). Here King is addressing his initial audience, the eight white Birmingham-area clergymen who criticized his protest as “unwise and untimely” (par. 1). He suggests to those men that waiting to act isn’t difficult when you yourself aren’t the victim of injustice, when you haven’t, in King’s words, “felt the stinging darts of segregation” (par. 14). The sentence is notable not only for the contrast it illustrates between King’s reality and the lives of his readers but also for the words that King uses to show that contrast.
Consider King’s sentence and the paraphrase that follows:
Perhaps it is easy for those who have never felt the stinging darts of segregation to say, “Wait.”
Maybe it is simple for people who have not experienced segregation to say, “Wait.”
King’s sentence is stronger than the paraphrase that follows it because of the “stinging darts.” Writing that someone has not “experienced segregation” is abstract. Readers do not feel the general experience in the second sentence, but they feel King’s “stinging darts.” Sensory details strengthen sentences by appealing to readers’ senses, and figurative language invigorates writing by making the unfamiliar familiar. King’s white readers have not been the victims of segregation, but his choice of words makes them feel the sting.
While King’s “stinging darts” sentence—a relatively short one—is laudable, the long, winding sentence that follows is nothing short of staggering.
It starts with these words: “But when you have seen vicious mobs lynch your mothers and fathers at will and drown your sisters and brothers at whim.” King presents those atrocities in an introductory dependent clause, one whose full meaning depends on an independent clause that follows. But rather than immediately turning to an independent clause to complete the thought, King expands the sentence with this series of dependent clauses:
when you have seen hate filled policemen curse, kick and even kill your black brothers and sisters;
when you see the vast majority of your twenty million Negro brothers smothering in an airtight cage of poverty in the midst of an affluent society;
when you suddenly find your tongue twisted and your speech stammering as you seek to explain to your six year old daughter why she can’t go to the public amusement park that has just been advertised on television, and see tears welling up in her eyes when she is told that Funtown is closed to colored children, and see ominous clouds of inferiority beginning to form in her little mental sky, and see her beginning to distort her personality by developing an unconscious bitterness toward white people;
when you take a cross county drive and find it necessary to sleep night after night in the uncomfortable corners of your automobile because no motel will accept you;
when you are humiliated day in and day out by nagging signs reading “white” and “colored”;
when your first name becomes “n—,” your middle name becomes “boy” (however old you are) and your last name becomes “John,” and your wife and mother are never given the respected title “Mrs.”;
when you are harried by day and haunted by night by the fact that you are a Negro, living constantly at tiptoe stance, never quite knowing what to expect next, and are plagued with inner fears and outer resentments;
when you are forever fighting a degenerating sense of “nobodiness”–(par. 14).
The independent clause that readers have been waiting for, the statement that completes the thought is this: “then you will understand why we find it difficult to wait” (par. 14). Those words could have immediately followed the first dependent clause, but instead King offers nine more dependent clauses, ten darts that sting his readers.
Ten dependent clauses connected by semicolons followed by a dash and an independent clause, a total of 316 words: That is not a structure I recommend for the sentences you write in English 1103, but it’s a valuable model, nevertheless.
I hope that you, as citizens, will continue to study the words of his letter. As your writing teacher, I hope that you will return to the sentence that I have examined in detail here. Along with showing his readers why his nonviolent protests could not wait, that sentence of King’s demonstrates how to develop a piece of writing through the accumulation of detail—not just the when, but the when and when and when . . . .
In class on Wednesday we will return to “Letter from Birmingham Jail” and examine David Sedaris’s essay “Me Talk Pretty One Day” as a model for the literacy narrative you will begin drafting next week. Before class, read Sedaris’s essay (posted in the readings folder on Blackboard), and compose two journal entries, one for “Letter from Birmingham Jail” and a second for “Me Talk Pretty One Day.” Each entry should consist of (1) a one-paragraph summary of the essay, and (2) a second paragraph of commentary. In your commentary, address the elements that make the writing effective. Consider how you can draw on those same features in your own prose.
College writing offers you the opportunity to develop skills, such as supporting arguments with evidence, writing effective thesis statements, and using transitions well, but it also gives you the opportunity to develop habits. Successful college students develop certain habits of mind, a way of approaching learning that leads to success.
In 2011, the Council of Writing Program Administrators (CWPA), the National Council of Teachers of English (NCTE), and the National Writing Project (NWP) identified eight habits of mind that successful college students adopt.
In class on Monday, you began an exercise focusing on four of the eight habits of mind. Today in class, you will address one of those habits in a collaborative piece of writing.
The paragraphs that follow include the descriptions of the habits that you examined (and the ones you will examine today), as well as the questions that you answered in writing (and the ones you will answer in writing today).
Curiosity
Are you the kind of person who always wants to know more? This habit of mind will serve you well in courses in which your curiosity about issues, problems, people, or policies can form the backbone of a writing project.
WRITING ACTIVITY: What are you most curious to learn about? What experiences have you had in which your curiosity has led you to an interesting discovery or to more questions?
Openness
Some people are more open than others to new ideas and experiences and new ways of thinking about the world. Being open to other perspectives and positions can help you to frame sound arguments and counterarguments and solve other college writing challenges in thoughtful ways.
WRITING ACTIVITY: In the family or the part of the world in which you grew up, did people tend to be very open, not open at all, or somewhere in the middle? Thinking about your own level of open-mindedness, reflect on how much or how little your own attitude toward a quality like openness is the result of the attitudes of the people around you.
Engagement
Successful college writers are involved in their own learning process. Students who are engaged put effort into their classes, knowing that they’ll get something out of their classes—something other than a grade. They participate in their own learning by planning, seeking feedback when they need to, and communicating with peers and professors to create their own success. Write about a few of the ways you try (or plan to try) to be involved in your own learning. What does engagement look like to you?
WRITING ACTIVITY: Write about a few of the ways you try (or plan to try) to be involved in your own learning. What does engagement look like to you?
Creativity
You may be thinking that you have to be an artist, poet, or musician to display creativity. Not so. Scientists use creativity every day in coming up with ways to investigate questions in their field. Engineers and technicians approach problem solving in creative ways. Retail managers use creativity in displaying merchandise and motivating their employees.
WRITING ACTIVITY: Think about the field you plan to enter. What forms might creativity take in that field?
Persistence
You are probably used to juggling long-term and short-term commitments—both in school and in your everyday life. Paying attention to your commitments and being persistent enough to see them through, even when the commitments are challenging, are good indicators that you will be successful in college.
WRITING ACTIVITY: Describe a time when you faced and overcame an obstacle in an academic setting. What did you learn from that experience?
Responsibility
College will require you to be responsible in way you may not have had to be before. Two responsibilities you will face as an academic writer are to represent the ideas of others fairly and to give credit to writers whose ideas and language you borrow for your own purposes.
WRITING ACTIVITY: Why do you think academic responsibility is important? What kind of experience have you already had with this kind of responsibility?
Flexibility
Would your friends say you are the kind of person who can just “go with the flow”? Do you adapt easily to changing situations? If so, you will find college easier, especially college writing. When you find, for example, that you’ve written a draft that doesn’t address the right audience or that your peer review group doesn’t understand at all, you will be able to adapt. Being flexible enough to adapt to the demands of different writing projects is an important habit of mind.
WRITING ACTIVITY: Describe a situation in which you’ve had to make changes based on a situation you couldn’t control. Did you do so easily or with difficulty?
Metacognition (Reflection)
As a learner, you have probably been asked to think back on a learning experience and comment on what went well or not well, what you learned or what you wished you had learned, or what decisions you made or didn’t make. Writers who reflect on their own processes and decisions are better able to transfer writing skills to future assignments.
WRITING ACTIVITY: Reflect on your many experiences as a writer. What was your most satisfying experience as a writer? What made it so?
Next Up
Friday marks the first Wordplay Day of the semester. To prepare for class, review the Scrabble Ground Rules posted in Blackboard, as well as the Dictionary and World Builder pages on the Scrabble website. Also review the Scrabble blog entry that I will post tomorrow. Most weeks of the semester, usually on Thursday, I will publish a post devoted to Scrabble.
Yesterday in class, we examined Tetsuya Ishida’s painting Seedlings (1998), and you composed in your journal a one-paragraph summary followed by a paragraph of commentary or analysis. My version of the assignment, which I wrote as a sample for you, appears below.
Summary
Tetsuya Ashida’s Seedlings depicts a classroom of uniformed Asian teenagers, all males, whose teacher, seen only from the shoulders down, holds a textbook in one hand. He drapes his other hand on the head of one of the pupils, one of two students presented as microscopes with human faces.
Commentary
Although the subject at hand is biology, the study of living organisms, the student seedlings barely seem alive themselves as they stare blankly into the distance. The uniformity Ishida depicts with their haircuts, crested blazers, striped neck ties, and rows of desks, takes a surrealistic twist with the images of the two pupils who have transformed into microscopes. By placing the teacher’s hand on one of the students-turned-microscope, Ishida indicates that the instructor—himself objectified by the absence of his head—approves of the metamorphosis, that for him, the goal of education is for the individual to be consumed by the subject itself, becoming merely a cold metallic instrument.
Next Up
Wordplay Day! To prepare for class, revisit the Dictionary and World Builder pages on the Scrabble website, and review the posts on my blog devoted to Scrabble tips.
Today in class you will plan and draft a short final reflective essay that documents your work in the second half of the semester, focusing on what you consider your most significant work and the feature or features of the course that have proven most beneficial to your development as a writer and a student. Features to consider include the following:
Planning, drafting, and revising your final essay and annotated bibliography. Since you recently composed a reflection on this assignment, it should not be the main focus of your final reflection.
Keeping a journal
Delivering your group presentation on one of the lessons in the Check, Please! course
Studying one of the readings examined in the second half of the semester, including “The Case for Writing Longhand,” “Skim Reading is the New Normal,” “Strawberry Spring,” the excerpt from On Writing, or the sample final essay and annotated bibliography.
Writing for an online audience beyond the classroom/creating and maintaining a WordPress blog
Collaborating with your classmates on in-class writing assignments
Playing Scrabble/Collaborating with your teammates on Wordplay Day
Writing longhand
Limiting screen time
Include in Your Reflective Essay the Following Elements:
A title that offers a window into your reflection
An opening paragraph that introduces your focus and presents your thesis
Body paragraphs that offer concrete details from your work to support your thesis.
A relevant quotation from Writing Analytically or a relevant quotation from one of the texts that we have studied in class. Introduce your quotation with a signal phrase and follow it with a parenthetical citation.
A conclusion that revisits the thesis without restating it verbatim
Wordplay Day! To prepare for class, revisit the Dictionary and World Builder pages on the Scrabble website, and review the blog posts devoted to Scrabble tips,
Rosenwasser, David and Jill Stephen. “Integrating Quotations into Your Writing.” Writing Analytically, 8th edition. Wadsworth/Cengage, 2019. p. 231.
Yesterday in class, before you began your blog review, you revised two passages of student writing that integrated quotations from Writing Analytically. The original passages and my revised versions appear below. Return to these sample revisions as you continue to plan your final reflection. Note how I have integrated the quotations more gracefully, omitted unnecessary words, and eliminated passive voice and weak diction. Also note where I have corrected spelling and punctuation errors.
Original
The article “Integrating Quotes into your Paper” from Writing Analytically was the most helpful source that we were given. In the first paragraph of this article, it discusses, “An enormous amount of writers lose authority and readability because they have never learned how to correctly integrate quotations into their own writing.” (Rosenwasser/Stephen, 231)
Revision
In “Integrating Quotations Into Your Paper,” the most helpful section of the textbook, the authors note that “[a]n enormous amount of writers lose authority and readability because they have never learned how to correctly integrate quotations into their own writing” (Rosenwasser and Stephen 231).
Original
In Writing Analytically by David Rosenwasser and Jill Stephen in chapter eight the section on “Integrating Quotations Into Your Paper” helped me better understand how to do citations. In the reading Rosenwasser and Stephen addressed “always attach a quotation to some of your own language; never let it stand as its own sentence in you text” (Rosenwasser, Stephen 231).
Revision
“Integrating Quotations Into Your Paper” helped me better understand how to compose citations. In that section of the textbook, Rosenwasser and Stephen advise students to “[a]lways attach a quotation to some of your own language; never let it stand as its own sentence in your text” (Rosenwasser and Stephen 231).
Next Up
Tomorrow in class you will compose a short reflective essay focusing on the aspects of the course that have benefited you most in the second half of the semester.
Jane Lucas 