College Composition I: Week Four

1. College Composition I: Week Four Ms. McDaniel 757-663-8700 cmcdaniel@cci.edu

2. Bonus Points (for the early/on-time folks!) • Go to www.grammar.quickanddirtytips.com • This site has many, many interesting blog posts on the subject of the English Language and Communication (in general) • Explore the site for a few minutes, then read one of the posts that catches your eye. • Once you are done, take out a piece of paper or type in a Word document the title of the post that you read and what you learned from it/summarize its contents. Turn that into me before class formally begins. • This window for bonus points will end fifteen minutes after this slide shows on the Smartboard.  • Thanks for being on time and for showing professionalism!

3. Agenda • Grammar Workshop #2 (Group) • Model Narrative Essays (Individual, include in portfolio) • Review of the Narrative Essay Assignment • Review of concepts covered/description • Quiz #1—What We’ve Covered So Far… • Critical Thinking Assignment #1: Film and Analytical Response Reminder: Narrative Essay Rough Drafts due at the start of class next week!

4. Workshop #2 (Groups) Commonly confused words: • Their, they’re, there • Two, too, to • Affect/effect • Except/accept • Other misused words

5. They’re, There, Their • “They’re” is a contraction; it substitutes for the words “they are” • “Their” is a pronoun; shows ownership • “There” is an adverbial; refers to place/location

6. Too, Two, To • “Two” is a number • “Too” refers to amount or degree; it means “also” or “more than enough” • “To” is an infinitive or a preposition; it can mean “toward” and is also used before verbs (like sing, run, be, etc.)

7. Affect/Effect • “Affect” means to produce a change or to influence (performing an action) • “Effect” means “the result” (think: “cause and effect”) Poor soil may affect the plants. We won’t know the effect until the plants come up.

8. Accept/Except • “Accept” means to take what is offered; receive • “Except” means “left out” or “excluding” Please accept the invitation to the party. I invited everyone to the party except Dee.

9. Other misused words… • Bad and badly: bad is an adjective and badly is an adverb. I have to give you some bad news. I handled the situation badly. • Could have; there is no such phrase as “could of” • Among and between: “Among” refers to more than two; “Between” refers to only two The pink house stood out among the rows of white houses. What is the difference between a pedal and a petal?

10. Groups • Please move into small groups of three or four to complete the workshop #2 packet • We’ll take approximately 10 minutes for each page and then go over responses • Make sure to include the names of everyone who participated so that they may receive full workshop credit! 

11. The Narrative Essay Assignment Remember: Rough Draft due at the START of class next week for the Peer Review! • Use the writing process: Prewriting/Drafting/Re-drafting/Editing/Proofing • 2 to 3 pages; typed/double-spaced • Title; page numbers (upper left hand corner) • Proper paragraph indentions (tab/space 5) • Thesis statement (So what? Factor) • Tell a story to support your thesis (Narrative) • Use sensory/descriptive details *Choose from the list of ideas on the assignment handout

12. Model Essays • Workshop #3: Reading a model essay/responding thoughtfully • Models provide us with professional examples that may offer inspiration, techniques to mimic, and/or ideas with which to experiment in our own writing • Complete the questions on the essay of your choice and include these in your portfolio!

13. Structure of an essay (review): Introduction Thesis Statement (So What?) Body Three or more paragraphs that provide details to support, explain, illuminate the thesis statement. All details must, in some way, refer directly back to the thesis statement. Conclusion “Wraps-up” the essay; reminds the reader of the central point or what should be learned from the content of the essay.

14. Descriptions • Focus on details in your body paragraphs • The five senses • Examples • Describe people! • Give your characters voices (dialogue) • Play the essay “like a film” • Keep your reader in mind (assumptions)

15. Peer Reviews • We’ll begin the Peer Review at the START of class next week (have a draft ready or ready to print—I’ll bring plenty of paper) • You’ll exchange papers with a classmate • You’ll offer feedback while using a rubric and peer review worksheet • See sample rubric

16. Critical Thinking Exercise #1 • What is critical thinking? • Active viewing • Analysis • Personal reflection and supportive reasoning • Documentary as narrative

17. Waiting for Superman Objectives: • Introduction to critical thought • Analytical skills • Written response/comprehension • Personal engagement • Active viewing/attention span

18. Assignment • View the film • While watching, keep in mind the questions included in the CT Assignment #1 (do not complete them while viewing; however) • Once the film is completed, we’ll have a moment for questions/discussion • Complete the Assignment before Week Six; include in your Portfolio