WEEK 1: MONDAY'S CLASS

• Journal activity: Write for 10 minutes about the word "Key"

• What is the key to your problem? The key to your heart? Who is the key member of your group? What key on your ring is the most important? What key does the music in your head play in? What is the key issue that is the problem today? Do keys jingle? Do you lose your keys? Alicia Keys?
  

• Your goal at the end of this class: to write an outstanding essay that utilizes the Mastery Test criteria
  

• p 13...line graphs...what is the writing process really like?  certainly not simple
  

• writing makes you a better person mentally and emotionally
  

• you will become a stronger writer, a better reader and listener

• you will become more aware of people's ideas and thoughts

• you will become a better thinker...writing is an art that requires mental discipline and structure; you must organize your thoughts and train your mind to really "think"

• what do i need to write a paragraph well?

  • need a simple, clear point (topic sentence)

  • need logical and detailed support; develop your point (paragraph)

  • organize and connect your point with your support (transition words)

  • revise and edit so your writing is effective

• let's make some challenging assertions or statements

• make your point and then support it with 3 reasons

• apple plant-pg 8
  

• readers will believe anything you have to say as long as you can support it (i.e. scary movies or a play where someone is supposed to be in the middle of Ancient Rome)

• writers may repeat steps; you may brainstorm before or after you write a first draft

• use journal about "key" to complete writing exercises as a class
  

WEEK 1: WEDNESDAY'S CLASS

The following points will help you better understand the given essay question. Incredible amounts of effort, time, and money were spent...just to create a lasting tribute about the impact of 4 iconic figures:

• Mount Rushmore, in South Dakota, features the sculptured heads of 4 notable American presidents: George Washington, Thomas Jefferson, Theodore Roosevelt, and Abraham Lincoln

• The monument is a tribute to these founding men and their ideas regarding our country's birth and development

• Mount Rushmore's carving began in 1927; it took 400 workers, 14 years, and one million bucks to finish
  

• Thomas Jefferson was originally started on George Washington's right side. After 18 months, it was not "working" and Jefferson's face was dynamited off and carved on the other side.

• The 60 year old sculptor, Gutzon Borglom, originally wanted the four heads to have bodies, too; perhaps he changed his mind, since each head alone is as tall as a 6 story building

• Mount Rushmore is certainly well-built and sturdy; for every 10,000 years that pass, one inch of rock erodes from the faces; in fact, they don't even pay people to to clean the monument

• Not one worker died during the 14 years of building; interesting, considering 90% of carving was done with dynamite (workers then carved out faces from the blasts with tools, such as hammers); and, each worker had to climb up and down 500 stairs to reach the monument

• Considering none of the workers died, ironically, Gutzom Borglom passed away right before the monument was completed

• Conclusion: Mount Rushmore...What a Blast

Task 1: In small groups/switching stations, Brainstorm, Web, and Outline about the following essay question:

If you were to develop a Mt. Rushmore representing Today, whose faces would you select, and why?

Week 3: MONDAY'S CLASS                                                                                     

(Chapter 3, 7, 8)

• Revise Task 1
  • Do you begin with a point?
  • Do you provide relevant, specific details to support your point?
  • Do you use the words First of all, Second, and Finally to introduce your three supporting details?
  • Do you have a closing sentence?
  • Are your sentences clear?
    

• When you are brainstorming, you want to ask yourself the following questions:

• Do I have a main idea that is clearly stated?
  
• effective topic sentences (page 63)
  
• Do my supporting points back up my main point?
• Is my paragraph supported?
• Are there separate supporting points for each main idea?
• Do I have specific evidence for each supporting point?
• Is there enough evidence?

• Arguing a thesis with specific examples
  • Page 35 "Inconsiderate Drivers"
  • Activity 11 (Page 36, 37)
• Write support for the following topic sentences:
  • Living with your parents has many benefits
  • The student had many ways of passing the time during the lecture.
  • My lunch was horrible today.
    
• Page 54: The PS Game
• Page 57-59: The Life Support Game
  

Week 3: WEDNESDAY'S CLASS                                                                                          

• Journal Activity: Begin a story that starts with the following sentence: "What I wanted was a midnight snack, but what I got was better--the biggest, most magical sandwich in the entire world."  Concentrate on details and examples.
  
• Pretend that you are writing a How-To Manual
• Examples: How to go on a date, how to become a clown, how to win the lottery, how to get into debt, how to procrastinate
  
• With a partner, you will do the following:
  • Brainstorm ideas for ten minutes: web, list of bullets
  • Write a topic sentence
  • Write three steps/supporting points
    
  • Fill in your umbrella with a topic sentence and three supporting points
  • Give each supporting point support
  • Use your umbrella diagram to put your ideas into one paragraph
    
• Page 193: "How to Harass and Instructor"
• Page 198: How-To Writing Exercise
• For homework, revise, edit, and type your paragraph

Writing a Summary J

• Read the article; underline important ideas
• What is the thesis/main idea/purpose of the article?
• Once you clearly understand the writer's major point for writing, read the article again. Circle the major points supporting the thesis.
• In addition, put a star next to transitional elements which show how parts are connected. Omit specific details, examples, description, and unnecessary explanations.
• Now begin writing your summary. Start with a sentence naming the writer and article title and stating the essay's main idea. Then write your summary, omitting nothing important and striving for overall coherence through appropriate transitions.
• Conclude with a final statement reflecting the significance of the article -- not from your own point of view but from the writer's. 
• Throughout the summary, do not insert your own opinions or thoughts; instead summarize what the writer has to say about the subject.
  • Does your summary make the same point as the article?
  • Have you omitted anything important?
  • Does your summary read smoothly with all parts clearly related?
  • Can that person understand the sense of the article by reading your summary?
  • Ask for criticism from a friend; then weigh these criticisms and make valid changes.
• Correct grammar, spelling, and punctuation errors, looking particularly for those common in your writing.
• Write a clean draft and proofread for copying errors.

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11/16/09 Assignment