Fall 1 a 6
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This document provides an agenda and summary for a class on analyzing writing strategies. The class will analyze narrative essays by Jean Brandt, Annie Dillard, Tobias Wolff, and Rick Bragg by splitting into groups to discuss each author. Students can earn participation points by engaging in the group discussions. They are also assigned to read chapters 1-5 of HG and study vocabulary chapters 1-4 to bring to the next class along with HG and SMG.
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Responding to Activist Tactics: Lessons Learned - Scott Sobel, Senior Vice President, Crisis and Litigation Communications, kglobal, From the 2018 Animal Agriculture Alliance Stakeholders Summit, Protect Your Roots, May 3 - 4, 2018, Arlington, VA, USA.
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Controversy
This document discusses controversy and provides examples. It begins by defining controversy as a public dispute or debate involving conflicting opinions. It then lists the members of Group #1 and provides some examples of controversial topics, including political issues like the Kashmir conflict and vaccination. The document discusses different types of controversy, such as those involving politics, entertainment, the environment, religion, and racism. For each type, it provides a brief explanation and example. It concludes by acknowledging that controversy is inevitable given differing viewpoints but provides tips for respectfully discussing controversial issues.
Gardner’s multiple intelligence
Gardner's theory proposes 8 types of intelligences: musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, intrapersonal, and naturalistic. Each intelligence involves distinct skills and abilities. Examples are given highlighting individuals with exceptional abilities in each type of intelligence such as musicians, athletes, scientists, authors, artists, activists, and marine biologists.
Class 12 1 a
Individual student meetings will be held in class to discuss drafts and questions. Students will work on their concept essay in class or talk to the instructor. Homework includes reading the rest of HG, writing and posting the concept essay, studying all vocabulary words, and bringing three copies of the finished draft to the next class.
Fall 1 a 9
This document provides an agenda and strategies for an English writing class. It discusses using sensory details to describe places and people from an event. It recommends listing key places and people involved, and providing vivid details about their physical descriptions, surroundings, and dialogue. The document also discusses framing a conclusion by connecting it back to an opening quotation or reflecting on the experience's meaning. Students are assigned to read more of The Hunger Games and post their in-class writing applying these strategies.
Class 20 summer 1 b
This document contains the agenda for an EWRT 1B class. The agenda includes a quiz, a discussion of essay tips and terms, a lecture on author Sui Sin Far, an in-class writing prompt, and a discussion of essay #4. It also lists some common writing errors to avoid and provides definitions for the terms "transsexuals," "transphobia," "persona," "plot," and "point of view." There is background information provided on author Sui Sin Far and an excerpt from one of her works. The class will discuss this excerpt and address how and why Far resists passing as a different ethnicity. For homework, students are assigned to outline essay #4 and respond to a discussion
Class 19 1 b
Here are a few key points about how Sui Sin Far challenges racial hatred and deals with ridicule in "Leaves from the Mental Portfolio of an Eurasian":
- She faces ridicule from other children who call her names like "Chinky" and mock her mixed Chinese and white heritage. This causes her confusion and shame about her identity.
- However, after seeing Chinese men in a store, she realizes she does not want to disown her Chinese identity. When other children taunt her, she proudly declares "I'd rather be Chinese than anything else in the world." This shows how she is learning to resist racial prejudice.
- The constant racial slurs like "Chinese" cause her deep pain and temptation
Class 13
This document provides an agenda and materials for an English writing class. It includes an exam, a presentation on how to write a response to literature, and a discussion of the novel Stone Butch Blues. Students are given prompts to choose from for an essay responding to the novel. The document then provides guidance on how to write a response to literature, including developing an interpretation, selecting a topic, formulating a thesis statement, choosing evidence, and organizing the paper. It models an outline for a possible paper responding to one of the prompts about Stone Butch Blues. The homework assigned is to continue reading a different novel and to post a draft outline and thesis for their essay response.
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More presentations at https://www.youtube.com/channel/UC9xWTLbiBMQQi8L_WHIWcjA
Controversy
This document discusses controversy and provides examples. It begins by defining controversy as a public dispute or debate involving conflicting opinions. It then lists the members of Group #1 and provides some examples of controversial topics, including political issues like the Kashmir conflict and vaccination. The document discusses different types of controversy, such as those involving politics, entertainment, the environment, religion, and racism. For each type, it provides a brief explanation and example. It concludes by acknowledging that controversy is inevitable given differing viewpoints but provides tips for respectfully discussing controversial issues.
Gardner’s multiple intelligence
Gardner's theory proposes 8 types of intelligences: musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, intrapersonal, and naturalistic. Each intelligence involves distinct skills and abilities. Examples are given highlighting individuals with exceptional abilities in each type of intelligence such as musicians, athletes, scientists, authors, artists, activists, and marine biologists.
Class 12 1 a
Individual student meetings will be held in class to discuss drafts and questions. Students will work on their concept essay in class or talk to the instructor. Homework includes reading the rest of HG, writing and posting the concept essay, studying all vocabulary words, and bringing three copies of the finished draft to the next class.
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Here are a few key points about how Sui Sin Far challenges racial hatred and deals with ridicule in "Leaves from the Mental Portfolio of an Eurasian":
- She faces ridicule from other children who call her names like "Chinky" and mock her mixed Chinese and white heritage. This causes her confusion and shame about her identity.
- However, after seeing Chinese men in a store, she realizes she does not want to disown her Chinese identity. When other children taunt her, she proudly declares "I'd rather be Chinese than anything else in the world." This shows how she is learning to resist racial prejudice.
- The constant racial slurs like "Chinese" cause her deep pain and temptation
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This document provides an agenda and materials for an English writing class. It includes an exam, a presentation on how to write a response to literature, and a discussion of the novel Stone Butch Blues. Students are given prompts to choose from for an essay responding to the novel. The document then provides guidance on how to write a response to literature, including developing an interpretation, selecting a topic, formulating a thesis statement, choosing evidence, and organizing the paper. It models an outline for a possible paper responding to one of the prompts about Stone Butch Blues. The homework assigned is to continue reading a different novel and to post a draft outline and thesis for their essay response.
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This document provides instructions and information for students on multiple topics:
1. It instructs students to submit their essay on Stone Butch Blues in MLA format and include drafts for grading.
2. It lists terms that will be covered on the upcoming Exam 2, including exposition, idiom, interior monologue, and plagiarism.
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The agenda includes turning in work, taking an exam on comprehensive terms, and writing an in-class essay. Students should turn in previously assigned work including graded essays and rubrics. The homework is to enjoy the summer, stay in touch, and continue reading.
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This document provides guidance on frequently confused and misused words in English. It discusses the correct uses of to, too, and two, as well as there, their, and they're. Other topics covered include correctly spelling words, distinguishing between related words, the impact of adding or changing a single letter, possessive pronouns and contractions, homonyms that sound alike but have different meanings, and choosing the right word when only one letter differs. The document concludes with a quick test to assess comprehension of the guidelines.
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The document outlines an agenda for a class that includes discussing works about passing and identity, giving definitions for key terms, and having students write an in-class essay arguing either for or against the statement that passing for white provides advantages and only idiots would fail to do so. Students will analyze stories and poems about passing to understand issues of race, identity, and oppression.
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This document contains an agenda and discussion materials for an English class. The agenda includes an exam, a presentation on how to write a response to literature, and a discussion of the novel Stone Butch Blues. Students will then do an in-class writing assignment to outline and draft the body paragraphs of their response to literature essay on the novel. The document provides essay prompts and topics for students to choose from that analyze themes and experiences in the novel related to gender identity, social pressures, medical treatment, and resistance. It also includes guidance on how to write a response to literature, including developing a thesis, selecting evidence, organizing ideas, and interpreting evidence. The homework assigned is to continue reading a new novel and finish posting the in-
HUB REPORT Future of Mediabuying : repenser le mix media
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> télécharger la version sommaire (light) gratuitement
> acheter la version complète (full)
> découvrir nos autres HUB Reports
Ce HUB Report a vocation à théoriser et décrypter les tendances liées à la mutation du comportement d’achat des annonceurs et des agences, de la modification des offres de la part des médias de contenus et de services pour assurer leur avenir.
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2. Draft sections of the essay including presenting the problem, consequences of failing to act, proposed solution and steps, reasons and support, counterarguments, alternative solutions and their disadvantages.
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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
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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.
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This document provides instructions and information for students on multiple topics:
1. It instructs students to submit their essay on Stone Butch Blues in MLA format and include drafts for grading.
2. It lists terms that will be covered on the upcoming Exam 2, including exposition, idiom, interior monologue, and plagiarism.
3. It outlines the format and rules for an in-class activity where students will answer questions about Stone Butch Blues in teams, using textual evidence and quotations.
4. It provides reading and discussion prompts for students on resistance and conformity in Stone Butch Blues and reminds them about the upcoming terms exam.
Ewrt 2 class 7
This document provides an agenda for an EWRT 2 class. It includes a vocabulary test, reviewing rhetorical strategies like aphorisms and chiasmus, learning how to write introductions through directed summaries, and an in-class writing assignment applying these concepts. Students will also work on their essays and receive a review of character descriptions, prompts, theses, outlines, and using quotations in their writing.
Class 23 summer 1 b
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This document provides guidance on frequently confused and misused words in English. It discusses the correct uses of to, too, and two, as well as there, their, and they're. Other topics covered include correctly spelling words, distinguishing between related words, the impact of adding or changing a single letter, possessive pronouns and contractions, homonyms that sound alike but have different meanings, and choosing the right word when only one letter differs. The document concludes with a quick test to assess comprehension of the guidelines.
Class 7 1 b
The document outlines an agenda for a class that includes discussing works about passing and identity, giving definitions for key terms, and having students write an in-class essay arguing either for or against the statement that passing for white provides advantages and only idiots would fail to do so. Students will analyze stories and poems about passing to understand issues of race, identity, and oppression.
Ewrt 30 class 12
The document provides the agenda and materials for an EWRT 30 class. The agenda includes a project and test being due, discussing the short story "The Most Dangerous Game", and a lecture and guided writing on suspense. "The Most Dangerous Game" pits two hunters against each other in a life-or-death competition and is used to illustrate suspense. The lecture covers how to create suspense through uncertainty, escalating conflicts, developing characters the reader roots for, an intimidating villain, sensory details, and consequences of failure.
Class 12 ewrt 1 b
This document contains an agenda and discussion materials for an English class. The agenda includes an exam, a presentation on how to write a response to literature, and a discussion of the novel Stone Butch Blues. Students will then do an in-class writing assignment to outline and draft the body paragraphs of their response to literature essay on the novel. The document provides essay prompts and topics for students to choose from that analyze themes and experiences in the novel related to gender identity, social pressures, medical treatment, and resistance. It also includes guidance on how to write a response to literature, including developing a thesis, selecting evidence, organizing ideas, and interpreting evidence. The homework assigned is to continue reading a new novel and finish posting the in-
HUB REPORT Future of Mediabuying : repenser le mix media
Rendez-vous sur: http://hubinstitute.com/hubreports/
> télécharger la version sommaire (light) gratuitement
> acheter la version complète (full)
> découvrir nos autres HUB Reports
Ce HUB Report a vocation à théoriser et décrypter les tendances liées à la mutation du comportement d’achat des annonceurs et des agences, de la modification des offres de la part des médias de contenus et de services pour assurer leur avenir.
Interviews exclusives d’experts médias, nouvelles approches marketing, nouvelles opportunités et études de cas viendront enrichir notre analyse au fil des slides. Bonne lecture !
Class 42
This document provides an agenda and background information for a class discussion on Martin Luther King Jr.'s "I Have a Dream" speech. It includes an introduction to rhetorical strategies of ethos, pathos, and logos. It then analyzes how King uses ethos to establish his credibility, pathos to appeal to emotions through his powerful language, and logos to a lesser degree by drawing on his own experiences. Students are assigned homework to find examples of pathos in the speech and consider how to apply rhetorical strategies to their own speeches.
Class 17 1 a
The document outlines the steps for drafting an essay that proposes a solution to a problem:
1. Create an outline including stating the problem, thesis, proposed solution and reasons, counterarguments, and alternative solutions.
2. Draft sections of the essay including presenting the problem, consequences of failing to act, proposed solution and steps, reasons and support, counterarguments, alternative solutions and their disadvantages.
3. Consider opening and closing the essay effectively to engage readers and summarize the argument.
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This document provides an agenda and materials for a class discussion on passing and racial identity. It includes an exam on vocabulary terms, a discussion of stories and cases of people passing as white, and an introduction to an upcoming essay assignment arguing for or against the statement that it is rational for people to pass as white to gain advantages in society. Students are asked to read a piece by Langston Hughes on passing and post a discussion of it, and to consider whether they agree with the statement about passing for advantages in preparation for the essay.
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This document provides an agenda and overview for the first class of a creative writing course. The class will cover adding students to the course, reviewing the syllabus and course website, defining literary terms, and doing an in-class writing. It outlines policies for attendance, assignments, grading, and conduct. Students are instructed to sign up for an account on the course website to complete and submit homework assignments. The syllabus and quarter plan provide details on projects, exams, due dates, and reading assignments.
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This agenda outlines assignments due before the break including research paper essay #4, a revision of essay 2 or 3, and a self-evaluation of blogging responses. An exam on terms and in-class essay #5 are also scheduled. The homework includes having a lovely break, keeping in touch, and continuing to read.
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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.
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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.
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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.
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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
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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
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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.
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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.
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Fall 1 a 6
- 1. Week 2: Class #6 EWRT 1A
- 2. Analyzing Writing Strategies Basic Features of a Narrative Essay (40-41) “Calling Home” by Jean Brandt “An American Childhood” by Annie Dillard “On Being a Real Westerner” by Tobias Wolff “100 Miles per Hour, Upside Down and Sideways” by Rick Bragg Agenda
- 3. ANALYZING WRITING STRATEGIES Get into groups: Dillard, Wolff, and Bragg Earn Participation Points Here!
- 4. Annie Dillard “An American Childhood”
- 7. BASIC FEATURES OF A NARRATIVE ESSAY
- 11. • Read: HG through chapter 5. As you read, look for a passage that reminds you of a personal experience. • Study: Vocabulary chapters 1-4 • Bring: HG and SMG