Class 23 final writing workshop 4
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This document provides an agenda for a writing workshop class. It includes instructions for students to pass their papers around for peer review based on a revision guide. Students will identify different parts of their essay and receive feedback. For homework, students are instructed to review the feedback, revise Essay #4, and submit it electronically by the due date.
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Class 20
This document provides an agenda and guidance for students on writing an essay proposing solutions to problems. It covers reviewing and revising descriptions of the problem and proposed solution, developing a thesis statement, outlining the plan and addressing counterarguments and alternative solutions. It also offers tips on writing introductions and conclusions, and a process for self-assessing assignment work. Students are instructed to finish introducing and concluding their draft essays, ensure logical order, and submit a self-assessment.
Class 21 nf
This document provides an agenda and guidance for students working on Essay #4. It reviews describing the problem, developing a thesis statement, outlining the proposed solution, and addressing counterarguments and alternative solutions. It then provides new information on writing introductions and conclusions. Students are instructed to finish introducing and concluding their draft essays, read them aloud to check logical order, and post their revised intro/conclusion along with a self-assessment. Revisions are due by the following Friday at noon. The document offers templates and examples to help students structure their essay components.
Class 22 final writing workshop 4 copy
This document provides an agenda for a final writing workshop worth 20 participation points. Students must bring a completed four page essay to participate. The workshop will involve revising Essay #4 based on a revision guide that examines formatting elements like headers, headings, spacing, introducing and formatting quotations, in-text citations, and the works cited page. Students will pass their essays around to peers who will review them and answer the revision guide questions without commenting on the content. After receiving feedback, students will review the suggestions and revise their essay #4 to submit electronically by the due date.
Class 20
This document provides an agenda for a class discussing essay writing. It includes reviews of describing problems, thesis statements, outlining solutions, and counterarguments. It also covers new topics like introductions and conclusions. Students are prompted to draft problem descriptions, thesis statements, solutions, counterarguments, and alternative solutions. Outline formatting is demonstrated. Strategies for effective introductions and conclusions are presented. Students are assigned to finish drafting their essays and submit a self-assessment.
Class 18
1. The document outlines the parts of an essay proposing solutions to problems, including describing the problem, outlining the solution and thesis statement, planning for objections through counterarguments, and evaluating alternative solutions.
2. It provides guidance on developing each part, such as adding details on the causes and consequences of the problem, refining the thesis statement, and explaining why the proposed solution would work and is possible.
3. Students are instructed to consider alternative solutions, write paragraphs evaluating each, and plan follow-up research to strengthen their counterarguments.
Class 21 online
This document provides an agenda and guidance for students to prepare the final draft of an essay. It includes slides on sentence strategies, such as avoiding ambiguous uses of pronouns and including agents in sentences. It also reviews beginning and ending an essay effectively, defining the problem and proposed solution, counterarguing objections, and citing sources in MLA format. Students are instructed to check their essay for these elements and submit a final draft and self-assessment by the due dates.
Class 22 online
This document provides an agenda and guidance for students completing an essay assignment. It discusses sentence strategies like avoiding ambiguous uses of pronouns and including agents in sentences. It also covers preparing the final draft, integrating and citing sources, and formatting the works cited page. Students are instructed to work through the slides, bring a final draft to class, and submit a self-assessment of their work via Kaizena.
Class 15 online 1 a special presidential version
This document is a video presentation on problem solution essays. It discusses the basic features of this essay type, including defining the problem, proposing a solution, arguing for the solution, addressing counterarguments, and evaluating alternative solutions. It uses examples from two sample essays ("More Testing, More Learning" and "Win-Win Flexibility") to illustrate these features. The presentation provides guidance for students to identify these elements in the examples and choose a topic for their own problem solution essay. It announces an upcoming class will be held in the library to allow students to research their topics.
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Class 20
This document provides an agenda and guidance for students on writing an essay proposing solutions to problems. It covers reviewing and revising descriptions of the problem and proposed solution, developing a thesis statement, outlining the plan and addressing counterarguments and alternative solutions. It also offers tips on writing introductions and conclusions, and a process for self-assessing assignment work. Students are instructed to finish introducing and concluding their draft essays, ensure logical order, and submit a self-assessment.
Class 21 nf
This document provides an agenda and guidance for students working on Essay #4. It reviews describing the problem, developing a thesis statement, outlining the proposed solution, and addressing counterarguments and alternative solutions. It then provides new information on writing introductions and conclusions. Students are instructed to finish introducing and concluding their draft essays, read them aloud to check logical order, and post their revised intro/conclusion along with a self-assessment. Revisions are due by the following Friday at noon. The document offers templates and examples to help students structure their essay components.
Class 22 final writing workshop 4 copy
This document provides an agenda for a final writing workshop worth 20 participation points. Students must bring a completed four page essay to participate. The workshop will involve revising Essay #4 based on a revision guide that examines formatting elements like headers, headings, spacing, introducing and formatting quotations, in-text citations, and the works cited page. Students will pass their essays around to peers who will review them and answer the revision guide questions without commenting on the content. After receiving feedback, students will review the suggestions and revise their essay #4 to submit electronically by the due date.
Class 20
This document provides an agenda for a class discussing essay writing. It includes reviews of describing problems, thesis statements, outlining solutions, and counterarguments. It also covers new topics like introductions and conclusions. Students are prompted to draft problem descriptions, thesis statements, solutions, counterarguments, and alternative solutions. Outline formatting is demonstrated. Strategies for effective introductions and conclusions are presented. Students are assigned to finish drafting their essays and submit a self-assessment.
Class 18
1. The document outlines the parts of an essay proposing solutions to problems, including describing the problem, outlining the solution and thesis statement, planning for objections through counterarguments, and evaluating alternative solutions.
2. It provides guidance on developing each part, such as adding details on the causes and consequences of the problem, refining the thesis statement, and explaining why the proposed solution would work and is possible.
3. Students are instructed to consider alternative solutions, write paragraphs evaluating each, and plan follow-up research to strengthen their counterarguments.
Class 21 online
This document provides an agenda and guidance for students to prepare the final draft of an essay. It includes slides on sentence strategies, such as avoiding ambiguous uses of pronouns and including agents in sentences. It also reviews beginning and ending an essay effectively, defining the problem and proposed solution, counterarguing objections, and citing sources in MLA format. Students are instructed to check their essay for these elements and submit a final draft and self-assessment by the due dates.
Class 22 online
This document provides an agenda and guidance for students completing an essay assignment. It discusses sentence strategies like avoiding ambiguous uses of pronouns and including agents in sentences. It also covers preparing the final draft, integrating and citing sources, and formatting the works cited page. Students are instructed to work through the slides, bring a final draft to class, and submit a self-assessment of their work via Kaizena.
Class 15 online 1 a special presidential version
This document is a video presentation on problem solution essays. It discusses the basic features of this essay type, including defining the problem, proposing a solution, arguing for the solution, addressing counterarguments, and evaluating alternative solutions. It uses examples from two sample essays ("More Testing, More Learning" and "Win-Win Flexibility") to illustrate these features. The presentation provides guidance for students to identify these elements in the examples and choose a topic for their own problem solution essay. It announces an upcoming class will be held in the library to allow students to research their topics.
Class 17 online
This document provides an agenda and instructions for Essay #4. It discusses the assignment prompt, which is to propose a solution to a well-defined problem faced by a community. It outlines steps for brainstorming problems, exploring potential solutions, choosing the most promising solution, and researching to support the argument. It also covers revising for wordiness, parallel structure, and other sentence-level errors. Students are guided through listing problems, generating multiple solutions, explaining why their chosen solution would work and is possible to implement. They are instructed to find examples of wordy or non-parallel sentences in their own writing to refine.
Class 19 online
The document provides an agenda for an online class on writing essays. It discusses reviewing a previous essay assignment, counterarguments, alternative solutions, outlining, integrating and citing sources, and a quiz. It explains the difference between counterarguments and alternative solutions. It provides guidance on writing counterarguments, considering alternative solutions, and creating an outline. It also offers tips on integrating quotations and summarizing sources, citing sources, and formatting the works cited page. The document is an instruction guide for students to help structure and strengthen their essays.
Class 19 n copy
1. The document outlines the parts of an essay proposing solutions to problems, including describing the problem, presenting a thesis statement announcing the proposed solution, explaining why the solution would work, and considering objections and alternative solutions.
2. Students are instructed to develop their drafts by adding details to the problem description, writing a thesis statement, explaining how their solution would address the problem and be possible to implement, and listing the steps of the proposed solution.
3. The document also provides guidance on planning for counterarguments by anticipating objections, considering alternative solutions, and planning follow-up research to strengthen arguments.
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Here is a 4 line quotation integrated into a sentence in my essay:
According to leading health expert Dr. Susan Smith, making healthy choices is about more than just weight loss or appearance. As she states:
"Health is about feeling your best both physically and mentally. It's finding energy and joy in everyday activities rather than feeling drained. Making small changes like adding more vegetables or taking a walk after dinner can lead to big improvements in overall well-being."
This quotation effectively captures Dr. Smith's perspective that health is about overall wellness, not just physical appearance or numbers on a scale. Focusing on small, sustainable lifestyle changes and how they can enhance quality of life is a motivating message.
Class 19 f online
This document outlines the steps for an essay assignment, including:
1) Revising the problem description with evidence that the problem exists and is serious, including causes.
2) Considering consequences of not solving the problem.
3) Refining the thesis statement announcing the proposed solution.
4) Explaining how the solution would solve the problem and is possible.
5) Putting implementation steps in paragraph form.
6) Anticipating objections to the solution.
7) Considering and evaluating alternative solutions.
8) Planning follow-up research to strengthen the argument.
Class 21 online
This document provides an agenda and guidance for students completing the final draft of an essay. It includes sections on sentence strategies, self-assessment, preparing the final draft, reviewing MLA style for integrating and citing sources, and formatting a works cited page. Students are instructed to work through slides 12-19 to prepare their essay for an in-class writing workshop, ensuring their essay is ready to submit for a grade. The document offers questions for students to consider about different elements of their essay, such as the beginning, defining the problem, describing the proposed solution, and ending. It also provides examples and guidelines for integrating quotations and summarizing sources in the correct MLA style.
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This document provides an agenda and guidance for an essay assignment. It discusses describing the problem, outlining the solution and thesis, counterarguments, and alternative solutions. It also covers introductions, conclusions, and self-assessment. Guidance is given on developing paragraphs on the problem description, solution, implementation steps, counterarguments, and alternative solutions. Sample outlines are provided. Tips are included on writing introductions, conclusions, and using sources in the essay.
Class 20 f
This document provides an agenda and guidance for students working on Essay #4. It discusses revising descriptions of problems and proposed solutions. Students are instructed to develop thorough introductions and conclusions, and consider counterarguments and alternative solutions. Guidance is given on outlining the key elements of the essay, including clearly stating the problem, thesis, reasons for the solution, implementation steps, and addressing counterarguments. Students are also instructed to submit a revised introduction and conclusion for their draft essay as homework, along with a self-assessment of their blog post responses.
Class 18 f online
This document provides an agenda and instructions for Essay #4 from an EWRT 1A class. It outlines that the essay should propose a solution to a well-defined problem faced by a community or group, addressed to those who can help solve it. Students are instructed to choose the problem they explored previously and write additional paragraphs describing it in detail. They should then list and explore multiple potential solutions, choosing one working thesis to focus on explaining how it would solve the problem, why it is possible, and how it could be implemented through a list of steps. The homework is to post a draft including these elements by the next class meeting.
Class 19 n
1. The document outlines the parts of an essay proposing solutions to problems, including describing the problem, presenting a thesis statement announcing the proposed solution, explaining why the solution would work, and considering objections and alternative solutions.
2. It provides guidance on developing each part, such as arguing the problem is serious, outlining its causes, listing consequences of not solving it, and evaluating alternative solutions by describing them and reasons the proposed solution is better.
3. Students are assigned homework to post notes for their counterargument and consideration of alternatives, and do more research by revisiting the library webpage.
Class 22 final writing workshop 4
This document provides an agenda for a writing workshop class. It includes instructions for students to pass their papers around for peer review based on a revision guide. Students will identify different parts of their essay and receive feedback. For homework, students are asked to review the feedback, revise Essay #4, and submit it electronically by the due date.
Class 16 online 1 a
This document provides an agenda for a class discussing problem solution essays. It introduces two sample essays that propose solutions to problems and outlines the basic features of the genre. These features include a well-defined problem, a well-argued solution, an effective counterargument, an evaluation of alternative solutions, and a readable plan. The document guides students through an analysis of the sample essays based on these features. It then instructs students to generate topics for their own problem solution essay by identifying problems within various communities and groups. Students are asked to conduct follow-up research on their potential topics.
Class 20
This document provides an agenda and guidance for students working on Essay #4. It reviews describing the problem, developing the thesis, outlining the solution plan, and addressing counterarguments and alternative solutions. It then covers writing introductions and conclusions. Students are instructed to develop their description of the problem, thesis statement announcing their solution, and plan for implementing the solution. The document provides guidance on addressing counterarguments and discussing alternative solutions. It also covers developing an outline and considering different strategies for writing introductions and conclusions, such as using scenarios, statistics, or summaries. Students are assigned to finish writing their introductions and conclusions and add them to their drafts.
Class 18 n online
This document provides guidance for students on writing Essay #4, which asks them to propose a solution to a problem faced by a community or group. It outlines the assignment, including length, sources required, and prompt. Students are instructed to review their previous research and brainstorming on problems. Steps are given to help narrow down the problem, explore potential solutions, choose the most promising one, and develop an outline explaining how the solution would work and could be implemented. The final part lists what should be included in a draft post of the essay for review.
Class 20 n online
This document provides an agenda for an online class on writing essays. It discusses counterarguments versus alternative solutions, developing a counterargument paragraph, considering alternative solutions, and creating an outline. It also covers integrating quotations and citations, avoiding grammatical errors, and formatting a works cited page. The instructor provides examples and prompts students to practice skills like outlining their essay, incorporating research, and checking their use of quotations. The goal is to help students strengthen the structure and integration of evidence in their essay drafts.
Class 18
1. The document outlines the parts of an essay proposing solutions to problems, including describing the problem, presenting a thesis statement announcing the proposed solution, explaining why the solution would work, and considering objections and alternative solutions.
2. Students are instructed to develop their drafts by adding details to the problem description, writing thesis statements, explaining their proposed solutions, and making lists and paragraphs for implementing solutions and counterarguments.
3. The document provides guidance for students on planning counterarguments, evaluating alternative solutions, and doing follow-up research to strengthen their essays.
Class 16 online 1 a special presidential version
The document outlines an agenda for discussing problem solution essays, including reviewing two sample essays titled "More Testing, More Learning" and "Win-Win Flexibility." It introduces the basic features of a problem solution essay, such as a well-defined problem, a well-argued solution, an effective counterargument, and an evaluation of alternative solutions. The document guides analyzing the sample essays for these features and generating a topic for Essay #4, which asks students to propose a solution to a problem. Homework includes continuing to read The Hunger Games, answering discussion questions, and beginning to brainstorm topics for Essay #4.
Class 17 f online
This document outlines the assignment for Essay #4 in the EWRT 1A class. Students are asked to write a 4-6 page essay proposing a solution to a well-defined problem faced by a community or group. They should use at least two credible secondary sources in addition to The Hunger Games to support their argument. The document provides guidance on brainstorming potential problems, exploring multiple solutions, and developing the most promising solution by explaining how it would solve the problem, why it is possible, and how it could be implemented through a list of steps. Students are asked to post a draft including these elements for review.
Class 20
This document provides an agenda and guidance for students working on Essay #4. It discusses revising descriptions of problems and proposed solutions. It covers developing thesis statements, outlining plans, and addressing counterarguments and alternative solutions. The document also offers tips for introductions, conclusions, and self-assessments. Students are instructed to finish drafts of their essays by adding introductions and conclusions developed in class, and to submit a self-assessment through Canvas.
Class 16 online 1 a
This document provides an agenda for a class discussing problem solution essays. It introduces two sample essays that propose solutions to problems and outlines the basic features of the genre. These include a well-defined problem, a well-argued solution, an effective counterargument, an evaluation of alternative solutions, and a readable plan. The document then guides analyzing the sample essays based on these features. It prompts generating topics for Essay #4 by having students identify problems and potential solutions for various communities and groups. Finally, it outlines homework assignments, including continuing to develop topics for Essay #4 through preliminary research.
Class 22 final writing workshop 4 copy
This document provides an agenda for a final writing workshop worth 20 participation points. Students must bring a completed four page essay to participate. The workshop will involve revising Essay #4 based on a revision guide that examines formatting elements like headers, headings, spacing, introducing and formatting quotations, in-text citations, and the works cited page. Students will pass their essays around to peers who will review and provide feedback based on the revision guide. The homework is to review suggestions, revise Essay #4 based on the feedback, and submit it electronically by midnight on Friday.
Class 21 final writing workshop 4
This document provides instructions for students to finalize their Essay #4. It includes:
1. Instructions for students to complete a writing workshop participation assignment for 20 points.
2. A revision guide for students to use to review their draft of Essay #4, checking formatting elements like headers, citations, and works cited pages.
3. Directions for students to peer review each other's essays by underlining errors, answering revision guide questions, and providing feedback without editing.
4. Homework assigned is for students to review feedback, revise Essay #4 accordingly, and submit it electronically by the given deadlines.
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This document provides an agenda and instructions for Essay #4. It discusses the assignment prompt, which is to propose a solution to a well-defined problem faced by a community. It outlines steps for brainstorming problems, exploring potential solutions, choosing the most promising solution, and researching to support the argument. It also covers revising for wordiness, parallel structure, and other sentence-level errors. Students are guided through listing problems, generating multiple solutions, explaining why their chosen solution would work and is possible to implement. They are instructed to find examples of wordy or non-parallel sentences in their own writing to refine.
Class 19 online
The document provides an agenda for an online class on writing essays. It discusses reviewing a previous essay assignment, counterarguments, alternative solutions, outlining, integrating and citing sources, and a quiz. It explains the difference between counterarguments and alternative solutions. It provides guidance on writing counterarguments, considering alternative solutions, and creating an outline. It also offers tips on integrating quotations and summarizing sources, citing sources, and formatting the works cited page. The document is an instruction guide for students to help structure and strengthen their essays.
Class 19 n copy
1. The document outlines the parts of an essay proposing solutions to problems, including describing the problem, presenting a thesis statement announcing the proposed solution, explaining why the solution would work, and considering objections and alternative solutions.
2. Students are instructed to develop their drafts by adding details to the problem description, writing a thesis statement, explaining how their solution would address the problem and be possible to implement, and listing the steps of the proposed solution.
3. The document also provides guidance on planning for counterarguments by anticipating objections, considering alternative solutions, and planning follow-up research to strengthen arguments.
Class 20 n online
Here is a 4 line quotation integrated into a sentence in my essay:
According to leading health expert Dr. Susan Smith, making healthy choices is about more than just weight loss or appearance. As she states:
"Health is about feeling your best both physically and mentally. It's finding energy and joy in everyday activities rather than feeling drained. Making small changes like adding more vegetables or taking a walk after dinner can lead to big improvements in overall well-being."
This quotation effectively captures Dr. Smith's perspective that health is about overall wellness, not just physical appearance or numbers on a scale. Focusing on small, sustainable lifestyle changes and how they can enhance quality of life is a motivating message.
Class 19 f online
This document outlines the steps for an essay assignment, including:
1) Revising the problem description with evidence that the problem exists and is serious, including causes.
2) Considering consequences of not solving the problem.
3) Refining the thesis statement announcing the proposed solution.
4) Explaining how the solution would solve the problem and is possible.
5) Putting implementation steps in paragraph form.
6) Anticipating objections to the solution.
7) Considering and evaluating alternative solutions.
8) Planning follow-up research to strengthen the argument.
Class 21 online
This document provides an agenda and guidance for students completing the final draft of an essay. It includes sections on sentence strategies, self-assessment, preparing the final draft, reviewing MLA style for integrating and citing sources, and formatting a works cited page. Students are instructed to work through slides 12-19 to prepare their essay for an in-class writing workshop, ensuring their essay is ready to submit for a grade. The document offers questions for students to consider about different elements of their essay, such as the beginning, defining the problem, describing the proposed solution, and ending. It also provides examples and guidelines for integrating quotations and summarizing sources in the correct MLA style.
Class 20 f
This document provides an agenda and guidance for an essay assignment. It discusses describing the problem, outlining the solution and thesis, counterarguments, and alternative solutions. It also covers introductions, conclusions, and self-assessment. Guidance is given on developing paragraphs on the problem description, solution, implementation steps, counterarguments, and alternative solutions. Sample outlines are provided. Tips are included on writing introductions, conclusions, and using sources in the essay.
Class 20 f
This document provides an agenda and guidance for students working on Essay #4. It discusses revising descriptions of problems and proposed solutions. Students are instructed to develop thorough introductions and conclusions, and consider counterarguments and alternative solutions. Guidance is given on outlining the key elements of the essay, including clearly stating the problem, thesis, reasons for the solution, implementation steps, and addressing counterarguments. Students are also instructed to submit a revised introduction and conclusion for their draft essay as homework, along with a self-assessment of their blog post responses.
Class 18 f online
This document provides an agenda and instructions for Essay #4 from an EWRT 1A class. It outlines that the essay should propose a solution to a well-defined problem faced by a community or group, addressed to those who can help solve it. Students are instructed to choose the problem they explored previously and write additional paragraphs describing it in detail. They should then list and explore multiple potential solutions, choosing one working thesis to focus on explaining how it would solve the problem, why it is possible, and how it could be implemented through a list of steps. The homework is to post a draft including these elements by the next class meeting.
Class 19 n
1. The document outlines the parts of an essay proposing solutions to problems, including describing the problem, presenting a thesis statement announcing the proposed solution, explaining why the solution would work, and considering objections and alternative solutions.
2. It provides guidance on developing each part, such as arguing the problem is serious, outlining its causes, listing consequences of not solving it, and evaluating alternative solutions by describing them and reasons the proposed solution is better.
3. Students are assigned homework to post notes for their counterargument and consideration of alternatives, and do more research by revisiting the library webpage.
Class 22 final writing workshop 4
This document provides an agenda for a writing workshop class. It includes instructions for students to pass their papers around for peer review based on a revision guide. Students will identify different parts of their essay and receive feedback. For homework, students are asked to review the feedback, revise Essay #4, and submit it electronically by the due date.
Class 16 online 1 a
This document provides an agenda for a class discussing problem solution essays. It introduces two sample essays that propose solutions to problems and outlines the basic features of the genre. These features include a well-defined problem, a well-argued solution, an effective counterargument, an evaluation of alternative solutions, and a readable plan. The document guides students through an analysis of the sample essays based on these features. It then instructs students to generate topics for their own problem solution essay by identifying problems within various communities and groups. Students are asked to conduct follow-up research on their potential topics.
Class 20
This document provides an agenda and guidance for students working on Essay #4. It reviews describing the problem, developing the thesis, outlining the solution plan, and addressing counterarguments and alternative solutions. It then covers writing introductions and conclusions. Students are instructed to develop their description of the problem, thesis statement announcing their solution, and plan for implementing the solution. The document provides guidance on addressing counterarguments and discussing alternative solutions. It also covers developing an outline and considering different strategies for writing introductions and conclusions, such as using scenarios, statistics, or summaries. Students are assigned to finish writing their introductions and conclusions and add them to their drafts.
Class 18 n online
This document provides guidance for students on writing Essay #4, which asks them to propose a solution to a problem faced by a community or group. It outlines the assignment, including length, sources required, and prompt. Students are instructed to review their previous research and brainstorming on problems. Steps are given to help narrow down the problem, explore potential solutions, choose the most promising one, and develop an outline explaining how the solution would work and could be implemented. The final part lists what should be included in a draft post of the essay for review.
Class 20 n online
This document provides an agenda for an online class on writing essays. It discusses counterarguments versus alternative solutions, developing a counterargument paragraph, considering alternative solutions, and creating an outline. It also covers integrating quotations and citations, avoiding grammatical errors, and formatting a works cited page. The instructor provides examples and prompts students to practice skills like outlining their essay, incorporating research, and checking their use of quotations. The goal is to help students strengthen the structure and integration of evidence in their essay drafts.
Class 18
1. The document outlines the parts of an essay proposing solutions to problems, including describing the problem, presenting a thesis statement announcing the proposed solution, explaining why the solution would work, and considering objections and alternative solutions.
2. Students are instructed to develop their drafts by adding details to the problem description, writing thesis statements, explaining their proposed solutions, and making lists and paragraphs for implementing solutions and counterarguments.
3. The document provides guidance for students on planning counterarguments, evaluating alternative solutions, and doing follow-up research to strengthen their essays.
Class 16 online 1 a special presidential version
The document outlines an agenda for discussing problem solution essays, including reviewing two sample essays titled "More Testing, More Learning" and "Win-Win Flexibility." It introduces the basic features of a problem solution essay, such as a well-defined problem, a well-argued solution, an effective counterargument, and an evaluation of alternative solutions. The document guides analyzing the sample essays for these features and generating a topic for Essay #4, which asks students to propose a solution to a problem. Homework includes continuing to read The Hunger Games, answering discussion questions, and beginning to brainstorm topics for Essay #4.
Class 17 f online
This document outlines the assignment for Essay #4 in the EWRT 1A class. Students are asked to write a 4-6 page essay proposing a solution to a well-defined problem faced by a community or group. They should use at least two credible secondary sources in addition to The Hunger Games to support their argument. The document provides guidance on brainstorming potential problems, exploring multiple solutions, and developing the most promising solution by explaining how it would solve the problem, why it is possible, and how it could be implemented through a list of steps. Students are asked to post a draft including these elements for review.
Class 20
This document provides an agenda and guidance for students working on Essay #4. It discusses revising descriptions of problems and proposed solutions. It covers developing thesis statements, outlining plans, and addressing counterarguments and alternative solutions. The document also offers tips for introductions, conclusions, and self-assessments. Students are instructed to finish drafts of their essays by adding introductions and conclusions developed in class, and to submit a self-assessment through Canvas.
Class 16 online 1 a
This document provides an agenda for a class discussing problem solution essays. It introduces two sample essays that propose solutions to problems and outlines the basic features of the genre. These include a well-defined problem, a well-argued solution, an effective counterargument, an evaluation of alternative solutions, and a readable plan. The document then guides analyzing the sample essays based on these features. It prompts generating topics for Essay #4 by having students identify problems and potential solutions for various communities and groups. Finally, it outlines homework assignments, including continuing to develop topics for Essay #4 through preliminary research.
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This document provides an agenda for a final writing workshop worth 20 participation points. Students must bring a completed four page essay to participate. The workshop will involve revising Essay #4 based on a revision guide that examines formatting elements like headers, headings, spacing, introducing and formatting quotations, in-text citations, and the works cited page. Students will pass their essays around to peers who will review and provide feedback based on the revision guide. The homework is to review suggestions, revise Essay #4 based on the feedback, and submit it electronically by midnight on Friday.
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This document provides instructions for students to finalize their Essay #4. It includes:
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The document provides instructions and an agenda for a writing workshop class. It outlines the following: 1) There will be a vocabulary test and writing workshop. 2) Students will identify parts of their essay in preparation for peer review. 3) Peer reviewers will carefully read essays and answer revision guide questions. 4) Writers will receive feedback and revise their essays. 5) A self-assessment of blog posts is due by email before Friday. 6) Optional office hours will be held on Monday for help revising Essay #4 prior to its deadline.
Class 21 writing workshop 4; vocab test 5
The document provides instructions and an agenda for a writing workshop class. It outlines the following: 1) There will be a vocabulary test and writing workshop. 2) Students will identify parts of their essay in preparation for peer review. 3) Peer reviewers will carefully read essays and answer revision guide questions. 4) Writers will receive feedback and revise their essays. 5) A self-assessment of blog posts is due by email before Friday. 6) Optional office hours will be held on Monday for help revising Essay #4 prior to its deadline.
Class 23 writing workshop 4; vocab test 5
The document outlines the agenda for a class session, which includes a writing workshop and revising Essay #4. Students will identify key parts of their essay in brackets and numbers for peer review. Classmates will read the essays and provide feedback by answering revision guide questions. Students will then revise Essay #4 based on the feedback and submit it electronically by the due date.
Class 23 writing workshop 4
This document outlines the agenda for Class 23 of the EWRT 1A course. It includes instructions for an in-class writing workshop where students will provide feedback on revisions to Essay #4 by identifying key parts of the essay and answering revision guide questions. Students will then review the feedback, revise their essays accordingly, and submit Essay #4 electronically by the due date.
Class 21 writing workshop 4; vocab test 5
The document outlines the agenda and instructions for a writing workshop class. It includes details about revising an essay, having peer reviewers provide feedback, submitting a self-assessment of blog posts, scheduling optional one-on-one meetings with the teacher, and homework assignments including revising an essay, submitting required materials by deadlines, and preparing for a vocabulary test.
Class 18
The document provides guidance to a student on revising an essay. It instructs the student to identify key parts of the essay in the margins, including defining the problem, stating the thesis, describing the proposed solution, arguing in support of the solution, responding to objections, and evaluating alternatives. It describes having another student carefully read the essay and answer revision guide questions to provide feedback, and having the writer revise based on that feedback. It reminds the student that a self-assessment of blog posts is due, justifying their assigned grade based on the number and quality of posts and timeliness of submissions.
Class 21 writing workshop 4; vocab test 5
This document provides an agenda and instructions for a class. It outlines that students can improve their grade by revising an essay due on Friday and retaking a vocabulary test at the final. It then provides instructions for revising Essay #4 by identifying different parts of the essay. Students are asked to pass their papers to others for feedback and respond to revision guide questions. Finally, it reminds students that a self-assessment assignment is due by Friday noon.
Class 21 writing workshop 4; vocab test 5
This document provides an agenda and instructions for a class. It outlines that students can improve their grade by revising an essay due on Friday and retaking a vocabulary test. It then provides instructions for an in-class writing workshop where students will revise Essay #4 by identifying different parts of the essay. Students will then exchange papers and provide feedback using a revision guide. A self-assessment of blog posts is also due by Friday noon. Homework includes revising the essay based on suggestions, preparing for a vocabulary test, and submitting materials by the deadlines.
Class 18 writing workshop 4; vocab test 5
This document provides an agenda for a class that includes revising an essay. Students will identify different parts of their essay, pass their paper to other students for feedback, and answer revision guide questions. They are reminded to submit a self-assessment and revised essay electronically. Homework includes revising the essay based on feedback, reading a speech, and preparing for a vocabulary test.
Class 18
The document provides guidance to a student on revising an essay. It instructs the student to identify key parts of the essay in the margins, including defining the problem, stating the thesis, describing the proposed solution, arguing in support of the solution, responding to objections, and evaluating alternatives. It describes having another student carefully read the essay and answer revision guide questions to provide feedback without asking the writer questions. The student is then instructed to consider the feedback and begin revising the essay. Homework includes revising the essay based on suggestions, reading a speech, submitting the revised essay electronically, and preparing for a possible vocabulary test make-up.
Class 18
The document outlines the agenda and homework for a writing class. It includes revising an essay, completing a self-assessment of blog posts, reviewing feedback and suggestions on an essay, revising the essay accordingly. It also assigns reading Martin Luther King Jr.'s "I Have a Dream" speech and preparing for a vocabulary test make-up. Students are asked to submit their revised essay electronically and self-assessment by email.
1 a class 8 argument essay workshop
This document provides an agenda and instructions for an in-class writing workshop focused on peer review and revision of student essays. It outlines the following key points:
- Students should bring 3 copies of their complete draft essay (1 can be electronic) for peer review and marking.
- Instructions are given for how to mark up their essays to designate important sections for peer reviewers to focus on such as the introduction, thesis, quotes.
- Guidelines are provided for peer reviewers to follow which focus on assessing content, organization, and integration of sources rather than editing for grammar or word choice.
- The process of peer review involves students exchanging papers, reading their essays aloud, and then receiving feedback from peers based
Peer Review
Peer review is a process where students provide feedback on each other's writing. It involves reading someone's text from the perspective of the audience and explaining how you understand their ideas. Peer review works best when done in a structured environment with classmates, and it is helpful for getting overall feedback on writing as well as feedback on specific elements like thesis statements, organization, and grammar. As a reviewer, it is important to be a helpful reader by asking questions if confused, playing devil's advocate to strengthen the writing, and leaving final decisions to the original writer.
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Class 2 online
This document provides instruction on the four main types of sentences in English: simple, compound, complex, and compound-complex. It defines each type and provides examples. Simple sentences contain one independent clause. Compound sentences join two independent clauses with coordinating conjunctions or semicolons. Complex sentences contain an independent clause and one or more dependent clauses. Compound-complex sentences contain at least two independent clauses and one or more dependent clauses. The document reviews identifying and writing each sentence type and provides guidance for a homework assignment to write examples of each.
Ewrt 1 a class 1 hybrid
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. The class will include reviewing the introduction, brainstorming activities, and introducing essay #1 on choosing survival supplies. Students will engage in a group activity to choose supplies from lists to argue for in a 750 word essay. The essay should have an introduction with a clear thesis, body paragraphs with topic sentences and examples supporting each supply choice, and a conclusion. Homework includes posting an outline with thesis and being prepared for an in-class essay exam in the next class.
Ewrt 1 a online introduction hybrid
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and outlines the course format, which includes both in-person and online components. Students are instructed on how to access course materials and assignments through the Canvas online platform. Key policies like attendance, late work, and academic honesty are also summarized. The document concludes by directing students to familiarize themselves with the course website and syllabus in preparation for the next class.
Ewrt 1 a online introduction hybrid
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and their contact information. It explains that the class will meet in-person once a week for 2 hours and 15 minutes, and students will complete the remaining coursework online through presentations on the course website. It outlines how the online platform Canvas will be used and provides instructions for navigating it. It lists the course requirements including essays, homework posts, and reading quizzes. It discusses policies around attendance, late work, academic integrity and conduct. Finally, it provides the course syllabus calendar.
Ewrt 1 a online introduction hybrid
This document provides an overview and instructions for Dr. Kim Palmore's hybrid EWRT 1A course. The key points are:
- The class meets once a week in person and requires additional online work to be completed independently through presentations on the course website.
- The website, Canvas, will be used for communication, submitting assignments, accessing course materials and viewing grades.
- Students are expected to actively participate in class discussions and regularly complete assignments by their deadlines. Formal writing assignments include essays that must be submitted electronically through Kaizena.
- The syllabus outlines course policies on attendance, late work, academic integrity and expected conduct. It also provides a tentative course calendar and information
Ewrt 1 a class 1 hybrid
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. It includes an agenda with topics like an introduction, brainstorming activity, and outlining an essay. Students will choose survival supplies for a hypothetical weeks-long trip into the woods and write an argument essay defending their choices. The document gives categories of supplies to pick from and instructs students to discuss their options in groups. It provides guidance on writing an outline, thesis, body paragraphs, and conclusion for the essay. The homework is to post an outline, bring a hard copy to class, and prepare to do an in-class writing exam.
Ewrt 1 a online introduction
This document provides an overview of the EWRT 1A course. It introduces the instructor, Dr. Kim Palmore, and outlines the course details and expectations. The class is a hybrid course that meets weekly for 2 hours and 15 minutes, with an additional 2 hours and 15 minutes of online work each week. Students will use the Canvas platform to access course materials, assignments, and submit homework. Students are expected to actively participate in class discussions and regularly complete reading and writing assignments on time, including essays, homework posts, and quizzes. Academic honesty is strictly enforced.
How to highlight in kaizena
To highlight and comment on an essay using Kaizena:
1. Find the essay assignment and submission requirements
2. Highlight required sections of the essay using the specified colors
3. To add a comment, highlight text and type the comment in the box that appears, then click "Post to Highlight"
4. Use one consistent color for your own highlights so the instructor can use a different color for feedback
Kaizena directions 2017
1) All essays and projects must be submitted electronically through Kaizena before the class period they are due.
2) Students will enter a group code to submit essays and can add files from Google Drive or their desktop in PDF format.
3) The professor will review highlighting and commenting on essays and students can leave written or voice comments on their submissions.
Wordpress user name directions
To establish a WordPress username for completing homework, students can visit https://signup.wordpress.com/signup/?user=1 and follow the steps to create a free username, or sign in through Facebook instead of using their own name; they should then email their instructor their username and use that account for all class work online, as having a username is mandatory for much of the coursework being done online.
Ewrt 1 a online introduction hybrid
This document provides an overview of the key information for a hybrid English composition course. It includes the instructor's contact information and a description of how the hybrid format will work with some weekly in-person meetings and additional online content. It outlines how the course website and learning management system Canvas will be used and provides details on course requirements, assignments, materials, and policies around attendance, late work, academic honesty, and conduct. The syllabus calendar gives a tentative weekly schedule and overview of topics. Students are instructed to review the information and policies, take a quiz on the first presentation, and complete tasks like exploring the website and setting up accounts before the next class.
Ewrt 1 c class 27 night special
This document provides an overview and analysis of themes, tensions, and theoretical approaches in Night by Elie Wiesel. It discusses major themes like death, God/religion, sanity/insanity, and family. It analyzes the internal and external tensions present in the work. It also explores how trauma theory and other theoretical lenses can provide insight into the text. Key events and passages are analyzed in depth, with questions provided about character perspectives and shifts in worldview over the course of the horrific events depicted in the Holocaust memoir.
Ewrt 1 c spring 2017new
This document outlines the schedule and assignments for a hybrid literature and composition class over 9 weeks. It includes in-class and online activities as well as assigned readings and homework for each week. The main topics covered are New Criticism, feminist criticism, psychoanalytic criticism, short stories, and trauma theory. Students are assigned two essays analyzing poems and short stories using different literary lenses. They also have online discussion posts and take an exam on the materials covered in the first few weeks.
Essay concept hunger games
1. This document provides the guidelines and requirements for Essay #3, which asks students to write a 3-5 page concept essay explaining and analyzing a concept of their choosing. Students must highlight and comment on specific sections of their essay, include at least 3 sources in a Works Cited page, and meet formatting and length requirements.
2. The essay should objectively explain the chosen concept for readers who may or may not be familiar with it already. Students are encouraged to reveal uncommon details about the concept and use examples and imagery to illustrate it clearly.
3. The document outlines learning outcomes, previously learned skills, best practices, and traps to avoid like choosing an inappropriate topic or failing to support arguments with evidence
Ewrt 1 c class 25 night intro special
Here are some potential connections between the prisoners in Night and Shawshank Redemption:
- Both groups are stripped of their freedom and individuality. In the camps, prisoners are reduced to numbers and forced into uniformity/submission. In Shawshank, the prisoners lose control over their lives and must obey the prison system.
- Survival requires adapting to a harsh, inhumane system not of one's own making. In the camps, prisoners must find ways to endure unthinkable cruelty and deprivation. In Shawshank, inmates navigate the prison's oppressive rules and power structures.
- Hope and humanity can persist even in the darkest of places. In Night, some prisoners retain aspects of dignity and compassion
Ewrt 1 c class 24 special spring 2017
The document provides an agenda and discussion points for analyzing the novella "Rita Hayworth and Shawshank Redemption" by Stephen King and the short story "The Metamorphosis" by Franz Kafka.
For "Rita Hayworth", there is a discussion of themes like hope, struggle, and imprisonment. Potential discussion questions are also listed. For "The Metamorphosis", summaries of each chapter are provided along with characters, potential theoretical approaches, and discussion questions. The agenda then outlines a group discussion for analyzing both works.
Ewrt 1 c class 24 special spring 2017
The agenda covers discussions of two novellas: Rita Hayworth and Shawshank Redemption and The Metamorphosis. For Shawshank, key themes of hope, struggle, and imprisonment will be analyzed. For The Metamorphosis, three chapter summaries are provided: Chapter 1 details Gregor waking up as a cockroach and his family's initial reaction. Chapter 2 explores Gregor's loneliness and his sister's compassion. Chapter 3 finds Gregor weakening as the family acclimates to his condition. Potential discussion questions are posed about characters and applying psychoanalytic theory.
Ewrt 1 c class 23 online
This document provides an agenda and information for an online EWRT 1C class on Franz Kafka's novella "The Metamorphosis". The class will include reading the novella, an introduction to Kafka as the author, and discussing the historical and literary contexts. Kafka is introduced as an Austrian-Jewish writer from Prague in the late 19th/early 20th century. The novella is then analyzed including its use of third-person narration from the perspective of Gregor Samsa after he transforms into an insect. Students are assigned to read the novella and answer one of several discussion questions in 200-300 words for homework.
Ewrt 1 c class 22 trauma
Red provides a summary of the document in under 3 sentences:
Red recalls discussing trauma theory with his classmates, including topics like the fight-or-flight response, learned helplessness, and how trauma affects memory and emotions. The class debated the application of trauma theory to literature using examples from Bloom and Balaev. They also discussed the depiction of trauma in the film The Shawshank Redemption.
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Class 23 final writing workshop 4
- 1. Class 22: Final EWRT 1A
- 2. Writing Workshop: 20 participation points AGENDA
- 4. 1. The header: What is the font and size? 2. The heading: What is the order? Date formatting? 3. The spacing: Are there any extra spaces? 4. Introducing quotations: Do you have to? How? 5. Formatting long quotations: How many spaces do you indent? Are there quotation marks? Where does the final period go? 6. In-text citations. What goes in the parenthesis? 7. The works cited page? Title? Spacing? Hyperlinks? Alpha order? Italics? Quotation marks? Check your paper!
- 5. On your own paper, clearly identify these parts in the margin with brackets and numbers 1. Your clever introduction 2. Where you have defined and explained the problem 3. Your thesis 4. Your clearly described solution: your plan for implementation 5. Your convincing argument in support of the proposed solution 6. Where you have Indicated and responded to Readers’ Objections and Questions 7. Where you have evaluated alternative solutions 8. Your conclusion
- 6. Pass your papers to me and I will pass them to other students.
- 7. Responders Carefully read the essay you are reviewing, noting only obvious typos or other errors by underlining. You do not need to comment. Do not ask the writer questions. If you don’t understand the essay, tell the writer in response to the revision guide or in the margins. Answer the revision guide questions on another sheet of paper or on the back of the writer’s essay. Refer to the parts of the essay the writer has identified in order to respond appropriately. Be thorough.
- 8. When you finish Return the essay and your comments to the me. I will check your work to ensure you have been as helpful as possible. While you wait for your essay to be returned, answer the revision guide questions for yourself. When you receive your essay, look at the feedback. Think about how you will revise your essay. Begin the revision process.
- 10. Homework Review your essay suggestions Revise Essay #4 accordingly Submit essay #4 electronically to my kaizena profile at https://kaizena.com/palmoreessaysubmis siongmail on the due date. See syllabus if you do not know!