This document provides an overview of class work and homework assignments for a 6-week course. It includes instructions for 5 essays on various topics and a final speech. Students are assigned readings from The Hunger Games and The Saint Martin's Guide to Writing. Homework includes blog posts responding to prompts, vocabulary study, outlining essays, and draft revisions. In-class work involves presentations, discussions, peer reviews, and essay writing. The goal is for students to develop skills in different types of essays and public speaking.

1. Week 1 Class Work Homework
Essay 1 The Argument
Class 1 Introduction
Brainstorming Activity
Introduce essay #1
Outlining
Thesis
Topic Sentences
Counterargument
BUY: The Hunger Games (HG)
The Saint Martin's Guide to Writing (SMG).
Make: Your Word Press Website username
Post #1 Outline with thesis
Bring: A hard copy of your outline; pen; paper
Be prepared to take in-class essay test #1
Class 2 Lecture: Four Sentence Types
Discussion: review for essay #1
In-Class Writing: In Class Essay #1
Read: HG through chapter 2. SMG 16-38
Study: Vocab (chapters 1 and 2).
— Post #2: If your last name begins with the letter A-I,
answer the questions in the “Analyzing Writing Strategies”
section after the Dillard essay on pages 25-26
— If your last name begins with the letter J-Q, answer the
questions in the “Analyzing Writing Strategies” section
after the Wolff essay on page 31-32
— If your last name begins with the letter R-Z, answer the
questions in the “Analyzing Writing Strategies” section
after the Bragg essay on page 36-37.
Bring: SMG
Essay #2 The Narrative
Class 3 T Teams 1
Presentation: Vocabulary chapters 1-2
Discussion: Readings 16-38
In class Reading: Basic Features (40-41)
Lecture: Formatting dialogue
In-Class Writing: Practicing dialogue
Read: HG through chapter 7. As you read, look for a
passage that reminds you of a personal experience.
Post #3: The dialogues from the in-class writing
Study: Vocab (Chapters 1-4).
Bring: HG and SMG
Week 2 Class Work Homework
Class 4 Presentation: Vocabulary chapters 3-4
Discussion: The Hunger Games: Stories
Presentation: Essay #2
In-Class Writing: page 46 SMG
1. Beginning with a quotation/transitioning
to your remembered event.
2. Vivid presentation of a place: Using
sensory details: 643-648
3. Describe a person central to your event.
Include a physical description and gestures
or behaviors.
4. Writing Dialogue.
5. Framing: beginnings and endings
• Read: HG through chapter 9.
• Post #4: finish and post your in-class writing
• 1. Beginning with a quotation/transitioning to your
remembered event.
2. Vivid presentation of a place: Using sensory
details: 643-648
3. Describe a person central to your event. Include a
physical description and gestures or behaviors.
4. Writing Dialogue.
5. Framing: beginnings and endings
• Bring: HG and SMG; draft of your writing

2. Class 5 Vocabulary Test: (Chapters 1-4)
The Hunger Games: Themes and Concepts
Discussion: Wolff: “Analyzing Writing
Strategies” #3: p31: Sentence length.
Reflecting on the Event's Significance pp.
48-49
In-Class Writing
Focus on the climax of your event. Write a
paragraph describing the action using short
and long sentences to control the intensity of
your narrative.
Recalling Your Remembered Feelings and
Thoughts
Exploring Your Present Perspective
Formulating a Tentative Thesis Statement
Read: HG through chapter 12.
SMG p 37 “Commentary: Autobiographical
Significance,” and 625-633.
Post #5: Post your draft: Long quote; transition; thesis;
intro to event, description of place(s), description of
people, a dialogue or two, the climax (with short and long
sentences working to achieve your goal), and a paragraph
that speaks to the significance or your event (use the list
of answers to the questions on slide #10 and #11); end
with framing plan.
Study: Vocab
Bring: HG and SMG; A copy of post #5
Class 6 Presentation: Essay #2 Review and
questions
Group Work/Discussion: Bragg:
“Analyzing Writing Strategies #1 p 36:
Comparing
In-Class Writing:
Similes and Metaphors
Time Transitions and Verb Tenses
Integrating quotations MLA style
Preparing the complete draft: SMG 52-53
Read: Catch up on HG (You should be through chapter
12.
Write: Complete Draft of Essay #2
Endeavor to format it MLA style
Make a works cited page for your essay.
Blog Prompt #6: Post two dialogues from your essay.
Study: Vocabulary (1-7)
Bring: Two clean, complete copies of your draft; SMG
Class 7 Writing Workshop: Revision strategies
Presentation: MLA Format
Editing Strategies: compound sentences,
dangling modifiers, homonyms
Discussion: Open for questions
In-Class Writing: Writing Workshop Editing
Read: HG through chapter 15
SMG 134- 148
Write: Using the comments you received from your
readers, revise your draft. Improve your essay! Revise
and Edit Essay #2. Due electronically before the next
class. Send a MSWord document to
Palmorekim@fhda.edu. Your paper must be in MLA
format.
Post #7: Post two versions a section of your essay that
vividly describes a place AND two versions of a section
that vividly describes a person. (One draft version and
one revised version of each)
Vocabulary 1-9 Exam Next class
Week 3 Class Work Homework
Essay #3 The Concept
Class 8 CT Due Electronically before class: Essay #2
(palmorekim@fhda.edu)
Vocabulary Test #2: (Chapters 5-9)
Discussion: Ngo and Toufexis
Essay #3: The Concept Essay
In-Class Writing: Consider topics for your
essay from The Hunger Games. Make a list
Read: HG through chapter 19; SMG 148-163
Post #8 Finish and post your in-class writing;
then, find a definition for your concept. It can be
from a dictionary or an encyclopedia.
Post #9: Name the two concepts about which you wrote
paragraphs. Find a few lines from The Hunger Games
that illustrate each concept. Copy them into your post,

3. of four different possibilities. Write
paragraphs for two of them, sketching out
what you already know about the concept.
Use at least one example for each from HG.
and then explain how the example demonstrates, defines,
or embodies the concept. (include page numbers)
Bring: SMG to Class
Study Vocab 10-13
Class 9 Presentation: Vocabulary (10-13)
Presentation:
Friedman: Anecdotes; Compare and
Contrast
Holmes: Illustrations and Examples
Basic Features
Discussion: Ways to begin your
concept essay.
In-Class Writing:
S Focusing your Concept
S Writing your Thesis
S Outlining
Read: HG through chapter 22
Post #10: Finish and post your in-class writing: Focused
concept, thesis, anecdotes
Find three more examples of your concept in HG.
Endeavor to find examples to represent your
classifications or categories.
Post #11 Choose another concept to compare and
contrast with yours for the purpose of demonstrating
differences.
Study: Vocab (1-18)
Class 10 Presentation Vocabulary (14-18)
Vocab Game (1-18)
Presentation:
Appositives: Explaining the concept
178-79
Anecdotes
Discussion:
Reviewing The Focus
Reviewing the Basic Features
Reviewing the outline
In-Class Writing: Drafting the Concept
Essay
Read: HG through chapter 24
Post #12 Post a list of five appositive phrases you wrote
to use in your essay.
Post #13 A one page outline for your in-class essay
Study: Vocab (1-18)
Bring: A one page outline for your in-class essay, pen or
pencil, and paper.
Class 11 In Class Essay#3 Exam: The Concept
essay
Read: Finish The Hunger Games
Read: SMG 326-359: Read all four essays in the chapter.
Patrick O Malley, More Testing, More Learning (annotated
student essay)
]Karen Kornbluh, Win-Win Flexibility
]Matthew Miller, A New Deal for Teachers
]Gian-Claudia Sciara, Making Communities Safe for Bicycles
Post #13: Discuss the basic features as they appear in
each essay. Pick a different feature for each essay
Study Vocabulary 10-21: Exam next class 10-18
Bring SMG
Week 4 Class Work Homework
Essay #4 The Problem/Solution Essay
Class 12
CT
Vocabulary Test #3: 10-18
Presentation: Vocabulary 19-21
Discussion: Problem Solution Essays
• Patrick O Malley, “More Testing, More
Learning”
• Karen Kornbluh, “Win-Win
Flexibility”
Introduction to Essay #4
Finish your Chart
Post #14 Use your Chart to begin to brainstorm ideas
for your essay. Choose two problems: Write one
paragraph explaining each problem in detail. Write
another explaining a tentative solution for each
problem.
Study: Vocabulary 19-23
Bring: Your chart and paragraphs with you to class.

4. In-Class Writing
Class 13 • Presentation Vocabulary 19-23
• Vocab Game
• Discussion: Essay #4
• In-Class Writing: Finding a problem to
write about.
Post #15:
§ Your revised and developed description of your
problem. This should be two to four good
paragraphs.
§ Write one or more sentences to serve as your
tentative thesis statement. In most essays proposing
solutions to problems, the thesis statement is a
concise announcement of the solution. Think about
how emphatic you should make the thesis and
whether you should forecast your reasons.
§ Write a paragraph explaining why your solution
would solve the problem.
§ Add a paragraph about why it is possible.
§ Make a list of the steps of implementation.
Review the readings in this chapter to see how other
writers construct their thesis statements.
Bring SMG and a copy of your essay draft.
Vocabulary Test 4: 19-23
Class 14 Vocabulary Test 4: 19-23
Review
Describing the problem
The solution: the thesis
Outlining the plan
Planning for objections: the counterargument
Evaluating Alternative Solutions
Research?
Investigate
Interview
Read
•
Post #16
Notes and brainstorming for your
counterargument
Your consideration of alternative solutions
Make notes about what kind of information you need to
support your arguments. We will meet in the library
tomorrow to do research.
The 7:30 class will meet in the lobby at 8:10.
Plan to work until 9:45.
The 10:00 class will meet in the lobby at 9:55.
Plan to work until 11:30.
Study Vocabulary from chapters 24-25
Class 15 • Library Day
Be prepared to do research for your
essay
Do research for your problem solution essay
Read your research articles
Post #17: A tentative works cited page for essay #4
Bring your sources, a draft of all of your work, and SMG
Study Vocabulary from chapters 24-27
Week 5 Class Work Homework
Class 16 Review:
Essay #4 Basic Features
Outline
Integrating and Citing Sources
Works Cited Page
Post #18: Put all of the parts we wrote today into a single
document. Read it aloud to make sure it is in a logical
order. Integrate your research into your essay. Begin your
works cited page.
Study all vocabulary words.
Bring a copy of post #18
Class 17 Essay #4: In class writing
Introductions
Conclusions
Drafting the final essay
Add the parts we wrote today to your draft. Read it aloud
to make sure it is in a logical order.
Post #19: Your introduction and conclusion
Bring three clean, hard copies to class.
Your essay should be in MLA format
It should include a works cited page
Study Vocabulary: Test in next class

5. Class 18 Vocabulary Test 5: 24-27
Writing Workshop
Read: “I Have a Dream"
Bring Copy of Essay #4
Class 19 Essay #4 Due
Make-up Vocabulary Test
Intro to Speech
Week 6 Class Work Homework
Class 20 Speech Writing
Class 21 Speech Writing
Class 22 Speeches Due
Class 23 Speeches Due