This document outlines the schedule and assignments for a literature course over 4 weeks. It includes readings from A Game of Thrones, writing assignments such as haiku, dialogues and character analyses, vocabulary studies and exams. Key activities are discussing the novel, developing arguments using different rhetorical strategies, choosing an essay prompt and outlining the thesis. The schedule is detailed, with multiple assignments due each week including posts, readings, exercises and tests to aid learning.
This document outlines the schedule and assignments for a literature course on George R.R. Martin's A Game of Thrones over 4 weeks. It includes readings to be completed from the book, vocabulary tests, writing assignments such as haikus, debates, character analyses and an essay, and in-class activities like discussions and exercises on rhetorical devices. The course introduces techniques for analyzing characters and arguing different perspectives to prepare students for an essay analyzing a character from the book.
This document provides an overview of the schedule and assignments for a literature class focused on A Game of Thrones. In week 1, students read an excerpt of the book and wrote haiku responses. They learned about rhetorical strategies like using compressed statements. In week 2, students continued reading and discussed the book, writing dialogues and question-hint-question responses. The schedule outlines subsequent weeks of reading, in-class exercises, vocabulary tests, and the development of an essay analyzing a character from the book.
This document provides an overview of the schedule and assignments for a literature class focused on A Game of Thrones. In week 1, students read an excerpt of the book and wrote haiku responses. They learned about rhetorical strategies like using compressed statements. In week 2, students continued reading and discussing the book, writing dialogues and question-hint-question responses. The document outlines the subsequent weeks' activities like vocabulary tests, character analysis essays, and further examinations of rhetorical devices in the text.
This document outlines the schedule and assignments for an EWRT 2 course on writing about A Game of Thrones. In week 1, students will read an excerpt of the book, write haiku responses, and complete a vocabulary quiz. They will analyze characters and discuss different sides of issues. Week 2 continues with vocabulary, using dialogue for explanation, and writing question-hypothesis-question responses. Students will outline their character analysis essay in week 3, defining their chosen character through examples and explanations. Homework includes continued reading, writing exercises, and vocabulary study.
This document outlines the schedule and assignments for an English writing course over the fall semester. It includes the following:
- A weekly schedule that lists the classes, assigned readings, homework posts, and other tasks such as quizzes and essays.
- Five major essays that are assigned throughout the semester, focusing on topics such as character analysis, government philosophies, justice, privilege and perspective.
- Homework includes weekly reading assignments from A Game of Thrones and A World of Ideas, along with discussion posts on the readings.
- Classes involve discussions of the readings, introduction of rhetorical strategies, and workshops to provide feedback on draft essays.
This document outlines the schedule and assignments for an English writing course over the fall semester. It includes the following:
- A weekly schedule that lists the classes, assigned readings, homework posts, and essays due for each week. Readings include A Game of Thrones and selections from A World of Ideas on various topics.
- Details of 5 essays assigned throughout the semester, with prompts focusing on character analysis, government philosophies, justice, privilege and perspective.
- Homework posts after each reading assignment, including discussion questions, haikus, dialogues and partial essay drafts.
- In-class activities like vocabulary tests, discussions and exercises on rhetorical strategies.
- An end-
This document outlines the schedule and assignments for an English writing course over the fall semester. It includes the following:
- A weekly schedule that lists the classes, assigned readings, homework posts, and other tasks such as essays and exams.
- Five major essays are assigned over the course of the semester on topics such as character analysis, government philosophies, justice, privilege and perspective.
- Readings include A Game of Thrones and selections from A World of Ideas on various subjects.
- Homework includes discussion posts, questions, summaries, outlines and drafts of essays.
- Classes involve discussions of readings, strategies for writing and analyzing texts, workshops, and exam preparation.
This document outlines the class schedule and assignments for an identity and passing literature course over 12 weeks. It includes the following key details:
- The course will cover topics of identity, passing, and tricksters through close readings of texts like Passing, Stone Butch Blues, and "The Passing of Grandison."
- Students will complete 4 essays over the course analyzing themes of passing in different contexts. They will also complete weekly reading responses and vocabulary exams.
- Each class meets twice a week and includes discussions of the texts, lectures on writing and analysis strategies, and in-class writing exercises.
- The schedule provides the reading and homework assignments due for each week, including drafts of essays
This document outlines the schedule and assignments for a literature course on George R.R. Martin's A Game of Thrones over 4 weeks. It includes readings to be completed from the book, vocabulary tests, writing assignments such as haikus, debates, character analyses and an essay, and in-class activities like discussions and exercises on rhetorical devices. The course introduces techniques for analyzing characters and arguing different perspectives to prepare students for an essay analyzing a character from the book.
This document provides an overview of the schedule and assignments for a literature class focused on A Game of Thrones. In week 1, students read an excerpt of the book and wrote haiku responses. They learned about rhetorical strategies like using compressed statements. In week 2, students continued reading and discussed the book, writing dialogues and question-hint-question responses. The schedule outlines subsequent weeks of reading, in-class exercises, vocabulary tests, and the development of an essay analyzing a character from the book.
This document provides an overview of the schedule and assignments for a literature class focused on A Game of Thrones. In week 1, students read an excerpt of the book and wrote haiku responses. They learned about rhetorical strategies like using compressed statements. In week 2, students continued reading and discussing the book, writing dialogues and question-hint-question responses. The document outlines the subsequent weeks' activities like vocabulary tests, character analysis essays, and further examinations of rhetorical devices in the text.
This document outlines the schedule and assignments for an EWRT 2 course on writing about A Game of Thrones. In week 1, students will read an excerpt of the book, write haiku responses, and complete a vocabulary quiz. They will analyze characters and discuss different sides of issues. Week 2 continues with vocabulary, using dialogue for explanation, and writing question-hypothesis-question responses. Students will outline their character analysis essay in week 3, defining their chosen character through examples and explanations. Homework includes continued reading, writing exercises, and vocabulary study.
This document outlines the schedule and assignments for an English writing course over the fall semester. It includes the following:
- A weekly schedule that lists the classes, assigned readings, homework posts, and other tasks such as quizzes and essays.
- Five major essays that are assigned throughout the semester, focusing on topics such as character analysis, government philosophies, justice, privilege and perspective.
- Homework includes weekly reading assignments from A Game of Thrones and A World of Ideas, along with discussion posts on the readings.
- Classes involve discussions of the readings, introduction of rhetorical strategies, and workshops to provide feedback on draft essays.
This document outlines the schedule and assignments for an English writing course over the fall semester. It includes the following:
- A weekly schedule that lists the classes, assigned readings, homework posts, and essays due for each week. Readings include A Game of Thrones and selections from A World of Ideas on various topics.
- Details of 5 essays assigned throughout the semester, with prompts focusing on character analysis, government philosophies, justice, privilege and perspective.
- Homework posts after each reading assignment, including discussion questions, haikus, dialogues and partial essay drafts.
- In-class activities like vocabulary tests, discussions and exercises on rhetorical strategies.
- An end-
This document outlines the schedule and assignments for an English writing course over the fall semester. It includes the following:
- A weekly schedule that lists the classes, assigned readings, homework posts, and other tasks such as essays and exams.
- Five major essays are assigned over the course of the semester on topics such as character analysis, government philosophies, justice, privilege and perspective.
- Readings include A Game of Thrones and selections from A World of Ideas on various subjects.
- Homework includes discussion posts, questions, summaries, outlines and drafts of essays.
- Classes involve discussions of readings, strategies for writing and analyzing texts, workshops, and exam preparation.
This document outlines the class schedule and assignments for an identity and passing literature course over 12 weeks. It includes the following key details:
- The course will cover topics of identity, passing, and tricksters through close readings of texts like Passing, Stone Butch Blues, and "The Passing of Grandison."
- Students will complete 4 essays over the course analyzing themes of passing in different contexts. They will also complete weekly reading responses and vocabulary exams.
- Each class meets twice a week and includes discussions of the texts, lectures on writing and analysis strategies, and in-class writing exercises.
- The schedule provides the reading and homework assignments due for each week, including drafts of essays
This document outlines the class schedule and assignments for an identity and passing literature course over 12 weeks. It includes the following key details:
- The course will focus on exploring concepts of identity and passing through readings, discussions, and essays. Readings include works by Larsen, Hughes, Morrison, and Feinberg.
- Students are required to complete 4 essays over the course analyzing themes of passing in assigned texts, as well as weekly reading responses and self-assessments. Essays include a personal narrative, an argument essay, a response to literature, and a research paper.
- Each class meets twice a week and includes presentations, discussions, lectures, and in-class writing related to the week
The document discusses different parts of speech, beginning with nouns. It defines nouns and provides examples of different types of nouns such as proper, common, abstract, collective, concrete, and compound nouns. It then discusses pronouns, adjectives, verbs and their classifications. For nouns, it covers common and proper nouns. For pronouns, it discusses personal, reflexive, demonstrative, interrogative, indefinite and distributive pronouns. It also provides examples and exercises to identify different parts of speech in sentences.
This document provides the class agenda, assignments, and reading schedule for an identity and passing literature course. It summarizes the weekly plans over 11 weeks. The course introduces concepts of identity and passing through discussions of assigned texts. Students complete response posts and 4 essays on these topics. Essays include a personal narrative, an argument, a response to the novel Stone Butch Blues, and a research paper comparing characters as trickster figures. Class time involves presentations, discussions, lectures, and in-class writing to develop the essays.
This document contains the class agenda, homework assignments, and reading schedule for an identity and passing literature course taught over 12 weeks. Some of the key activities and assignments included are:
1. Students will write 4 essays analyzing themes of identity and passing in assigned texts. They will also complete regular discussion posts and reading responses.
2. Readings include works by Larsen, Hughes, Far, Morrison, Feinberg, and Chesnutt that explore themes of racial, gender, and sexual passing.
3. Class time will include lectures, discussions of the readings, writing workshops, and in-class writing assignments. Students will peer review drafts of their essays.
4. Additional assignments include
This document provides the class agenda, assigned readings, and homework for an identity studies course over 12 weeks. It includes:
1) An introduction to identity and assigned readings on the topic in Week 1, including an in-class writing assignment.
2) Discussion of assigned texts on racial passing in Weeks 2-4 and an in-class exam on identity terms.
3) Continued exploration of passing and sexuality/gender passing in Weeks 5-7, including work on the first three essays.
4) Examination of trickster characters and assigned research for the final paper on the topic in Weeks 8-10, culminating in a library workshop.
5) Discussion of reverse
The document outlines the instructions for an in-class journal assignment, including prompts asking students to describe any embarrassing experiences and provide personal details. It also lists the basic steps of the writing process and possible topics for an essay. The homework assignment is to write an introduction for a 500-word essay on one of the journal topics and post it online by the following Friday.
The document provides tips for creating a powerful presentation, including focusing on repetition, value, and creating an "Aha" moment for the audience. It discusses the worst and best elements of presentations and techniques for effective use of text, graphics, and highlighting key points.
This document provides guidance on how to effectively study for exams. It discusses focusing on achieving study goals rather than time spent studying. It also outlines three approaches for responding to exam prompts: an expository essay using examples from the text; a persuasive piece developing an argument; or a creative piece generating a character-based scenario. The document provides tips for each approach, such as breaking down the prompt into questions, using examples, and developing relevant characters and settings.
The document provides instructions and questions for a journal assignment. It includes prompts asking students to describe any embarrassing experiences, name steps in the writing process, and ways to explore topics. It also has sample responses to some of the prompts. The final sections provide questions for personal information and homework instructions to write an introduction to a 500-word essay on a journal topic.
This document contains a series of questions asking for personal information such as name, major, favorite movies and foods. It also contains writing prompts, asking students to name steps of the writing process and ways to generate topic ideas. The prompts are then answered listing items like drafting, revising, journaling and freewriting. Homework is assigned to write an introduction to a 500-word essay on a journal topic.
This document outlines the schedule, readings, activities, and assignments for a hybrid literature and composition class over 10 weeks. It includes in-class and online components as well as homework assignments such as essays, discussion posts, and reading responses. The course introduces various literary theories including New Criticism, feminist criticism, psychoanalytic criticism, and trauma theory and applies them to analyzing poems, short stories, and novels. Students write three formal essays analyzing works through different theoretical lenses.
This document outlines the schedule, readings, activities, and assignments for a hybrid literature and composition class over 10 weeks. The class meets in-person and online, and covers topics like New Criticism, feminist criticism, psychoanalytic criticism, and trauma theory through analyzing poems, short stories, and novels. Students complete 3 essays applying different literary theories. Homework includes weekly readings, discussion posts, and drafting essay sections. In-class work includes lectures, group activities, and workshops to develop the essays.
The document provides information about an upcoming quiz, guidelines for a mini paper draft, and instruction on using commas correctly in writing. It discusses when to use commas to separate clauses, phrases, and words in a sentence. Examples are given for introductory clauses, paired adjectives, and lists. The document also provides an exercise for students to add commas to sample sentences and reviews the purpose and best practices of peer reviewing written work.
This document outlines a presentation on teaching nonfiction reading. It begins by defining goals such as exploring strategies for pairing nonfiction and fiction texts and brainstorming how to integrate nonfiction into existing fiction units. It then discusses defining nonfiction, reviewing Common Core standards, and the importance of teaching nonfiction to prepare students for college and careers. Various nonfiction text types and mediums are presented. Strategies like the before-during-after approach and pairing fiction with nonfiction texts on similar themes are explored as ways to teach nonfiction.
The document provides guidance on improving writing skills, including sentence structure, vocabulary, and descriptive techniques. It encourages varying sentence structure for effect and provides examples of different word classes and their definitions. Students are given tasks to practice identifying word classes and writing descriptive paragraphs using techniques like precise vocabulary, sentence variation, and punctuation for effect. Peer review and self-assessment are also covered.
This document provides an agenda and guidance for writing a concept essay, including how to use appositives, integrate quotations, avoid plagiarism, and tips for drafting the essay. It discusses using appositives to efficiently include definitions, experts' credentials, examples and specifics. It explains quoting briefly and summarizing longer passages, and gives examples of integrating quotations in the text. Students are advised to cite sources properly, ask if confused about plagiarism, and include works cited. Homework includes drafting the concept essay and studying vocabulary.
Class 19 essay 4 due; make up exam due; self assessment due herejordanlachance
This document provides information for a class assignment on writing and presenting a speech. Students are instructed to write a 700-800 word speech proposing a solution to a problem based on their previous essay. Guidelines are given on speech format and organization. The document also discusses Martin Luther King Jr.'s "I Have a Dream" speech, specifically how it follows the Monroe Motivated Sequence structure of getting attention, establishing need, proposing satisfaction, visualization, and call to action. Students are told to reorganize their essay into this structure and prepare to present their speech in class.
This document provides an agenda and review for a class on concept essays. It includes:
- A vocabulary test
- A discussion on ways to begin a concept essay
- A presentation on the basic features of concept essays, including using a focused concept, appealing to readers' interests, using a logical plan, clear definitions, appropriate writing strategies, and careful use of sources.
- An in-class writing assignment to focus a concept for an essay.
- Homework which is to read a chapter, post the in-class writing following the example provided, and bring the post to the next class.
The document provides an agenda for an upcoming class that includes:
1) Reviewing student essays, having individual student meetings, and an in-class writing assignment on concept essays.
2) It reviews key elements of a concept essay such as gaining reader interest, the thesis, topic illustrations, and conclusions.
3) It includes sample passages from student essays discussing the concepts of cannibalism and the scientific view of love for discussion on essay structure and conclusions.
This document provides an agenda and lecture materials for an English writing class. It discusses the short story "The Most Dangerous Game" and how to create suspense in fiction writing. Some key points covered include:
- Starting the story with strong initial conflict but leaving room for escalation.
- Adding elements of uncertainty and allowing readers to root for characters.
- Developing believable, logical villains and evoking strong emotions through critical conflicts that get progressively worse.
- Using sensory details, scene cuts, pacing techniques, and showing characters' dread to build anticipation and suspense throughout the story.
This document outlines the class schedule and assignments for an identity and passing literature course over 12 weeks. It includes the following key details:
- The course will focus on exploring concepts of identity and passing through readings, discussions, and essays. Readings include works by Larsen, Hughes, Morrison, and Feinberg.
- Students are required to complete 4 essays over the course analyzing themes of passing in assigned texts, as well as weekly reading responses and self-assessments. Essays include a personal narrative, an argument essay, a response to literature, and a research paper.
- Each class meets twice a week and includes presentations, discussions, lectures, and in-class writing related to the week
The document discusses different parts of speech, beginning with nouns. It defines nouns and provides examples of different types of nouns such as proper, common, abstract, collective, concrete, and compound nouns. It then discusses pronouns, adjectives, verbs and their classifications. For nouns, it covers common and proper nouns. For pronouns, it discusses personal, reflexive, demonstrative, interrogative, indefinite and distributive pronouns. It also provides examples and exercises to identify different parts of speech in sentences.
This document provides the class agenda, assignments, and reading schedule for an identity and passing literature course. It summarizes the weekly plans over 11 weeks. The course introduces concepts of identity and passing through discussions of assigned texts. Students complete response posts and 4 essays on these topics. Essays include a personal narrative, an argument, a response to the novel Stone Butch Blues, and a research paper comparing characters as trickster figures. Class time involves presentations, discussions, lectures, and in-class writing to develop the essays.
This document contains the class agenda, homework assignments, and reading schedule for an identity and passing literature course taught over 12 weeks. Some of the key activities and assignments included are:
1. Students will write 4 essays analyzing themes of identity and passing in assigned texts. They will also complete regular discussion posts and reading responses.
2. Readings include works by Larsen, Hughes, Far, Morrison, Feinberg, and Chesnutt that explore themes of racial, gender, and sexual passing.
3. Class time will include lectures, discussions of the readings, writing workshops, and in-class writing assignments. Students will peer review drafts of their essays.
4. Additional assignments include
This document provides the class agenda, assigned readings, and homework for an identity studies course over 12 weeks. It includes:
1) An introduction to identity and assigned readings on the topic in Week 1, including an in-class writing assignment.
2) Discussion of assigned texts on racial passing in Weeks 2-4 and an in-class exam on identity terms.
3) Continued exploration of passing and sexuality/gender passing in Weeks 5-7, including work on the first three essays.
4) Examination of trickster characters and assigned research for the final paper on the topic in Weeks 8-10, culminating in a library workshop.
5) Discussion of reverse
The document outlines the instructions for an in-class journal assignment, including prompts asking students to describe any embarrassing experiences and provide personal details. It also lists the basic steps of the writing process and possible topics for an essay. The homework assignment is to write an introduction for a 500-word essay on one of the journal topics and post it online by the following Friday.
The document provides tips for creating a powerful presentation, including focusing on repetition, value, and creating an "Aha" moment for the audience. It discusses the worst and best elements of presentations and techniques for effective use of text, graphics, and highlighting key points.
This document provides guidance on how to effectively study for exams. It discusses focusing on achieving study goals rather than time spent studying. It also outlines three approaches for responding to exam prompts: an expository essay using examples from the text; a persuasive piece developing an argument; or a creative piece generating a character-based scenario. The document provides tips for each approach, such as breaking down the prompt into questions, using examples, and developing relevant characters and settings.
The document provides instructions and questions for a journal assignment. It includes prompts asking students to describe any embarrassing experiences, name steps in the writing process, and ways to explore topics. It also has sample responses to some of the prompts. The final sections provide questions for personal information and homework instructions to write an introduction to a 500-word essay on a journal topic.
This document contains a series of questions asking for personal information such as name, major, favorite movies and foods. It also contains writing prompts, asking students to name steps of the writing process and ways to generate topic ideas. The prompts are then answered listing items like drafting, revising, journaling and freewriting. Homework is assigned to write an introduction to a 500-word essay on a journal topic.
This document outlines the schedule, readings, activities, and assignments for a hybrid literature and composition class over 10 weeks. It includes in-class and online components as well as homework assignments such as essays, discussion posts, and reading responses. The course introduces various literary theories including New Criticism, feminist criticism, psychoanalytic criticism, and trauma theory and applies them to analyzing poems, short stories, and novels. Students write three formal essays analyzing works through different theoretical lenses.
This document outlines the schedule, readings, activities, and assignments for a hybrid literature and composition class over 10 weeks. The class meets in-person and online, and covers topics like New Criticism, feminist criticism, psychoanalytic criticism, and trauma theory through analyzing poems, short stories, and novels. Students complete 3 essays applying different literary theories. Homework includes weekly readings, discussion posts, and drafting essay sections. In-class work includes lectures, group activities, and workshops to develop the essays.
The document provides information about an upcoming quiz, guidelines for a mini paper draft, and instruction on using commas correctly in writing. It discusses when to use commas to separate clauses, phrases, and words in a sentence. Examples are given for introductory clauses, paired adjectives, and lists. The document also provides an exercise for students to add commas to sample sentences and reviews the purpose and best practices of peer reviewing written work.
This document outlines a presentation on teaching nonfiction reading. It begins by defining goals such as exploring strategies for pairing nonfiction and fiction texts and brainstorming how to integrate nonfiction into existing fiction units. It then discusses defining nonfiction, reviewing Common Core standards, and the importance of teaching nonfiction to prepare students for college and careers. Various nonfiction text types and mediums are presented. Strategies like the before-during-after approach and pairing fiction with nonfiction texts on similar themes are explored as ways to teach nonfiction.
The document provides guidance on improving writing skills, including sentence structure, vocabulary, and descriptive techniques. It encourages varying sentence structure for effect and provides examples of different word classes and their definitions. Students are given tasks to practice identifying word classes and writing descriptive paragraphs using techniques like precise vocabulary, sentence variation, and punctuation for effect. Peer review and self-assessment are also covered.
This document provides an agenda and guidance for writing a concept essay, including how to use appositives, integrate quotations, avoid plagiarism, and tips for drafting the essay. It discusses using appositives to efficiently include definitions, experts' credentials, examples and specifics. It explains quoting briefly and summarizing longer passages, and gives examples of integrating quotations in the text. Students are advised to cite sources properly, ask if confused about plagiarism, and include works cited. Homework includes drafting the concept essay and studying vocabulary.
Class 19 essay 4 due; make up exam due; self assessment due herejordanlachance
This document provides information for a class assignment on writing and presenting a speech. Students are instructed to write a 700-800 word speech proposing a solution to a problem based on their previous essay. Guidelines are given on speech format and organization. The document also discusses Martin Luther King Jr.'s "I Have a Dream" speech, specifically how it follows the Monroe Motivated Sequence structure of getting attention, establishing need, proposing satisfaction, visualization, and call to action. Students are told to reorganize their essay into this structure and prepare to present their speech in class.
This document provides an agenda and review for a class on concept essays. It includes:
- A vocabulary test
- A discussion on ways to begin a concept essay
- A presentation on the basic features of concept essays, including using a focused concept, appealing to readers' interests, using a logical plan, clear definitions, appropriate writing strategies, and careful use of sources.
- An in-class writing assignment to focus a concept for an essay.
- Homework which is to read a chapter, post the in-class writing following the example provided, and bring the post to the next class.
The document provides an agenda for an upcoming class that includes:
1) Reviewing student essays, having individual student meetings, and an in-class writing assignment on concept essays.
2) It reviews key elements of a concept essay such as gaining reader interest, the thesis, topic illustrations, and conclusions.
3) It includes sample passages from student essays discussing the concepts of cannibalism and the scientific view of love for discussion on essay structure and conclusions.
This document provides an agenda and lecture materials for an English writing class. It discusses the short story "The Most Dangerous Game" and how to create suspense in fiction writing. Some key points covered include:
- Starting the story with strong initial conflict but leaving room for escalation.
- Adding elements of uncertainty and allowing readers to root for characters.
- Developing believable, logical villains and evoking strong emotions through critical conflicts that get progressively worse.
- Using sensory details, scene cuts, pacing techniques, and showing characters' dread to build anticipation and suspense throughout the story.
Individual student meetings will be held in class to discuss drafts and questions, with in-class writing focused on concept essays. Students have the choice to work or speak with the teacher during class. Homework includes finishing the reading, continuing work on the concept essay draft, and studying all vocabulary words, bringing the draft or a computer/device to class.
This document outlines the steps for writing an argumentative essay, including: reviewing the problem and proposed solution, outlining the plan, anticipating and responding to counterarguments, evaluating alternative solutions, and planning follow up research. It provides guidance on describing the problem and thesis, planning counterarguments likely to be raised, considering and evaluating at least two alternative solutions, and noting additional information needed to strengthen the argument. Students are assigned homework to post their writing on counterarguments and alternative solutions evaluation in preparation for compiling it into their final essay.
This document provides information about an English 1A hybrid class. Key points:
- The class meets partially in-person and partially online, with homework assigned on Fridays to be completed before an online Monday session.
- The class website is an important resource, where students will post homework. Students must create a WordPress account to access the site.
- The goals of the course are to improve students' reading, writing, and analytical skills through assignments including five essays, website posts, tests, and workshops.
- Grades are based on a 1000 point system divided among various assignments, with letter grades corresponding to certain point ranges. Policies cover submission formats, attendance, conduct, and late work
This document outlines the schedule and assignments for an EWRT 2 course on writing about A Game of Thrones. In week 1, students read part of the book and write haiku and posts responding to prompts. They complete a vocabulary quiz. In week 2, students continue reading and posting responses, including writing dialogue and questions. They have another vocabulary quiz. In week 3, students analyze characters, learn characterization techniques, and outline their first essay on choosing a character from the book.
This document outlines the schedule and assignments for an English writing course over the fall semester. It includes the following:
- A weekly schedule that lists the classes, assigned readings, homework posts, and essays due for each week. Readings include A Game of Thrones and selections from A World of Ideas on various topics.
- Details of 5 essays assigned over the course of the semester, with prompts related to the course readings and topics of characterization, government, justice, privilege and perspective.
- Homework posts after each class that involve discussion questions, summaries, analyses of the readings, and drafts of essay sections.
- In-class activities include discussions, exercises in rhetorical strategies, vocabulary tests
This document outlines the schedule and assignments for an English writing course over 10 weeks. It includes the readings, homework assignments, in-class activities, tests, and 5 essays for the course. The course will cover rhetorical strategies and analyze texts including A Game of Thrones, philosophical works by Lao-Tzu, Machiavelli, Cicero, Thoreau, Plato, and Woolf. Students are assigned discussion posts, vocabulary study, and drafts of their 5 character analysis, government, justice, privilege/perspective, and final essays over the course of the term.
This document outlines the schedule, assignments, and readings for an English composition course titled EWRT 2 for the Fall 2014 semester. It includes the following:
- A weekly schedule that lists the class topics, assignments, homework, and due dates for each of the 10 weeks of the course.
- Readings that will be covered include A Game of Thrones and A World of Ideas, which includes texts on government, justice, privilege, and perspective.
- Writing assignments include 5 essays on topics related to the readings, posts responding to reading questions and summaries, and in-class writings practicing rhetorical strategies.
- Class activities involve discussions of the readings, exercises in rhetorical techniques, and workshops to
This document outlines the schedule, assignments, and readings for an English composition course over 15 weeks. It includes 5 essays assigned throughout the term on various topics, such as character analysis, government philosophies, justice, privilege, and a final research paper. Students are expected to complete assigned readings from A Game of Thrones and other texts, write discussion posts, and study for vocabulary exams each week. The schedule provides due dates for essays and outlines classroom activities, including discussions, exercises and workshops to prepare students for their written assignments.
This document outlines the schedule, assignments, and readings for an English composition course over the fall semester. It includes 5 essays assigned throughout the semester on various topics, such as character analysis of A Game of Thrones characters, examining philosophical concepts from readings, and applying these concepts to the novel. Students are expected to complete weekly readings, post responses online, and participate in class discussions. The final assignment is Essay #5, due at the end of the semester along with a final exam on the last day of class.
This document outlines the schedule and assignments for an English writing course over 12 weeks. It includes readings from A Game of Thrones and A World of Ideas, 5 essays on various topics, weekly vocabulary exams, and discussion posts. Students are expected to complete readings, write haiku/dialogue/summaries, contribute to discussion boards, and submit 5 essays of increasing length on character analysis, philosophy, justice, perspective, and a final paper.
This document outlines the schedule, assignments, and readings for an English composition course over 12 weeks. It includes 5 essays assigned throughout the semester on various topics such as character analysis, government philosophies, justice, privilege, and a final research paper. Students are expected to complete close readings of texts like A Game of Thrones and passages from Plato and Woolf. They also engage with discussion questions, haiku exercises, and other writing assignments each week to analyze themes and apply course concepts. The schedule provides due dates for drafts, outlines, and the final submission of each essay.
This document outlines the schedule and assignments for an English writing course over 12 weeks. It includes readings from A Game of Thrones and A World of Ideas, 5 essays on various topics, weekly vocabulary exams, discussion posts, and a final paper due at the end. Some key assignments are a character analysis, debates applying different philosophies, and applying course concepts to the novels. Students are assigned groups, discuss readings, and get feedback to revise their drafts.
Sec3 english language_composition(expository essays)Adrian Peeris
Students frame arguements all the time, but writing an exposition for an O'Level paper is a very exacting requirement. These slides attempt to provide students with an idea of the structure and language features of expository writing
This document provides the class agenda, homework assignments, and reading assignments for an identity and passing literature course over 11 weeks. It includes the following:
- An outline of the weekly classes which will include presentations on course concepts, discussions of assigned readings, author lectures, and in-class writing exercises.
- Homework assignments that involve posting responses to assigned readings to the class website, completing short writing assignments, and drafting and revising essay assignments.
- Reading assignments that progress through works exploring concepts of identity and passing like poetry, short stories, novels and scholarly articles.
- Details of four major essay assignments that will be drafted, workshopped, and revised throughout the course requiring analysis of themes in the
This document outlines the class work and homework for a 6-week writing course. It includes assignments for 4 essays: The Argument, The Narrative, The Concept, and The Problem/Solution. Students will read The Hunger Games, study vocabulary, and complete writing exercises. They will write outlines, drafts, and revisions of their essays. Homework includes reading assignments, online discussion posts of writing exercises and drafts, and studying for vocabulary tests. The goal is to introduce students to different types of essays and improve their writing through the writing process.
This document provides an overview of the weekly class schedule and assignments for a writing course. It includes the following key details:
- The course is divided into 5 weeks, with 3-4 classes each week including both in-class and online sessions.
- Each week focuses on a different essay assignment: Week 1 is on argument essays, Week 2 is narratives, Week 3 is concept essays, Week 4 is problem/solution essays.
- In-class activities include discussions, lectures, writing exercises and workshops. Homework includes reading assignments, online discussion posts, drafting essays and revising based on feedback.
- Students are expected to purchase and read the assigned textbook ("The Saint Martin's Guide to Writing
This document provides a week-by-week schedule for an online writing course. It lists the weekly topics, assigned readings from The Hunger Games and The Saint Martin's Guide to Writing, in-class and online activities, and homework assignments. Some of the major assignments include four essays: The Argument, The Narrative, The Concept Essay, and The Problem/Solution Essay. Students are expected to post discussion responses online, participate in writing workshops, and submit drafts of their essays for peer review. The schedule culminates in a final library research project to identify topics for the last essay.
This document contains a weekly schedule for an English composition class that includes four essay assignments over six weeks. It lists the in-class and homework activities for each week, including readings, writing assignments, discussions, and presentations related to the essays. The essays include The Argument, The Narrative, The Concept Essay, and The Problem/Solution Essay. Homework includes response posts, drafts of essay sections, and research tasks to support the essays. In-class work involves writing exercises, peer reviews, and workshops to provide feedback on drafts.
This document outlines the weekly schedule and assignments for an online writing course over six weeks. It includes in-class and online activities as well as homework assignments. The course covers four essay assignments: The Argument, The Narrative, The Concept Essay, and The Problem/Solution Essay. Students read and analyze sample essays, complete writing exercises, give peer feedback on drafts, and revise their work based on feedback. The schedule provides detailed instructions for each week's lessons, readings, discussion topics, writing assignments, and deadlines to help students learn writing skills and complete the four essays.
EN 106 Chapters 1 & 2 Greene & LidinskyMatt Mankin
This document summarizes chapters 1 and 2 from a textbook. Chapter 1 discusses habits of mind for academic writers, including critical thinking, inquiry, and seeing writing as a conversation. It provides steps for the writing process such as drafting, revising, and understanding writing is iterative. Chapter 2 explains how to read critically by annotating texts and analyzing rhetoric. It defines rhetoric and provides steps for rhetorical analysis, such as identifying the situation, purpose, claims, and intended audience. The overall document outlines key concepts and strategies for academic reading and writing.
This document outlines the in-class and homework activities for a 14-week composition course. Each week covers a different essay assignment: The Argument, The Narrative, The Concept Essay, and The Problem Solution essay.
In-class activities include lectures, discussions, group work, and in-class writing exercises. Homework includes reading assignments, online discussion posts responding to prompts, outlining essays, drafting essays, revising based on peer feedback, and completing a final self-assessment. The goal is to guide students through each stage of the writing process for different essay types over the course of the semester.
This document provides an overview of the process for writing a literary analysis research paper. It begins with choosing a topic and conducting research to develop a thesis statement. The thesis should present an argument that can be proven using evidence from the text and secondary sources. The paper is divided into three parts: planning, drafting, and finalizing. Planning involves writing a thesis statement and outline. Drafting uses research notes and feedback to support the thesis. Finalizing revises the paper based on feedback and ensures proper citation of sources. Secondary sources like criticism and context are used to supplement the argument without overshadowing the student's own analysis. The document emphasizes developing an arguable thesis and using evidence to prove it.
The document outlines the agenda and procedures for an in-class writing workshop and discussion on revision strategies. It establishes a point-tracking system where students work in rotating teams of 3-4 to earn participation points by correctly answering questions and meaningfully contributing to discussions of essays and philosophers' ideas. At the end of each class, teams must submit a point sheet with their accumulated scores for the day. The homework assignments include revising a draft essay, reading a passage from Lao-Tzu, posting discussion questions, and answering a QHQ on Lao-Tzu.
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.
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.
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.
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.
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
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.
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.
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
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.
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.
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.
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.
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.
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.
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
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
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.
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.
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Syllabus ewrt 2 winter 2014
1. Week
1
Jan
6
Essay
1
Class
1
Class
2
Week
2
Jan
13
Class
3
10/1
Class
4
10/3
Class
Work
Homework
Character
Analysis
• A
Game
of
Thrones:
Prologue
•
Buy
books
• Website
• Register
for
Wordpress
• Green
Sheet
• Read
A
Game
of
Thrones
through
page
100
• Syllabus
• Post
#1
Write
a
Haiku
(or
two)
that
• Contests/Analytic
Authorities
expresses
a
social
or
political
aspect
• Contest
1:
Content
of
the
reading
thus
far.
• Rhetorical
Strategy:
using
• Study:
Vocabulary
(Exam
one
is
at
compressed
statements
to
our
next
meeting).
You
can
find
communicate
meaning:
the
list
of
words
on
the
website
Writing
Social
and
Political
Haiku
under
“Vocabulary”
“Vocabulary
list
one”
or
on
the
presentation
for
class
#1
• Vocabulary
Test
#1
• Read:
A
Game
of
Thrones
through
page
200.
• A
few
haiku
• Discussion:
A
Game
of
Thrones
• Post
#2:
Use
the
ideas
you
generated
with
the
FREECASH
• Arguing
with
FREECASH
method
to
write
about
two
(or
• In-‐class
writing
more)
sides
of
an
issue.
• Contest:
Content
• Post
#3:
QHQ:
A
Game
of
Thrones
• How
to
write
a
QHQ
• Study
Vocabulary
• Vocabulary
Test
#2
• Rhetorical
Strategy:
using
dialogue
to
explain
and
describe:
persuasive
dialogue
• Discussion:
QHQ
• Contest
5:
Content
(Ten
questions)
• QHQ:
A
Game
of
Thrones
• Analytic
Authority
Picks
• Introduce
Essay
#1
• Rhetorical
Strategy:
Analogy
• Introduction
to
Vocab
Exam
3
• Read
A
Game
of
Thrones
through
page
300
• Post
#4:
Write
a
dialogue
between
you
and
an
equal,
arguing
the
validity
or
error
of
a
character's
behavior
or
action.
Or
write
a
dialogue
between
two
characters
about
the
validity
or
error
of
a
third
characters'
behavior
or
action.
Use
your
in-‐class
exercise
as
fodder
if
you
wish
• Post
#5:
QHQ
Game
of
Thrones
• Read
A
Game
of
Thrones
through
400
•
Post
#6
In-‐class
writing:
analogy
•
Post
#7
Describe
your
character;
include
page
numbers
• Study
Vocabulary:
Exam
Class
2. Week
3
Jan
20
Class
5
•
•
•
•
Class
6
Week
4
Jan
27
Class
7
Class
8
Defining
your
Character
Characterization
o Direct
o Indirect
Eight
Methods
of
Characterization
Rhetorical
Strategies:
o Examples
o Explanation
In-‐class
Writing
— Read
A
Game
of
Thrones
through
500
— Post
#
8:
In-‐class
writing:
Paragraph
practice
— Post
#9:
Find
one
example
for
each
of
the
eight
methods
of
characterization.
— Study
Vocabulary:
Test
class
seven
•
— In-‐class
writing:
What
defines
— Read
A
Game
of
Thrones
through
your
character?
page
600
— Group
Discussions
Post
#10:
Post
your
working
— Choosing
your
prompt
thesis
and
outline.
Find
evidence
— Formulating
a
tentative
to
support
your
points.
Include
thesis
exact
quotations
and
citations
in
— Outlining
your
essay
your
outline.
— Introductions:
Writing
a
— Post
#11
Directed
summary
directed
summary
—
Study
Vocabulary
list
#3:
Test
next
class
— There
will
be
NO
WORD
BANK
•
•
•
•
•
Vocabulary
Test
#3
Review
Counterarguments
Conclusions
Rhetorical
Strategies:
Aphorism
and
Chiasmus
• In-‐Class
Writing:
Counterarguments,
Conclusions,
Aphorism,
Chiasmus
• Meet
in
the
Library
Lobby
• Overview
of
Library
Resources
• Research
Activity
• Read
A
Game
of
Thrones
through
page
700
• Post
#
12:
Counterargument
• Post
#13:
Conclusion
• Post
#14:
Examples
of
aphorism
and
chiasmus
•
•
•
Read
A
Game
of
Thrones
through
the
End
Post
#15:
Best
250
words
of
essay
#1
Bring
two
clean
copies
to
our
next
class
3. Week
5
Feb
3
Class
9
Essay
#2
Class
10
Week
6
Feb
10
Class
11
• Writing
Workshop:
Revision
• Using
the
comments
you
received
strategies
from
your
readers,
revise
your
• Skill
Review:
draft.
Consider
carefully
what
each
• Integrating
quotations
person
had
to
say.
• Citing
summarized
• Post
#16:
Introduction
and
material
Conclusions
• MLA
formatting
• Read
A
World
of
Ideas:
• Works
Cited
page
Government:
L
ao-‐Tzu
"
Thoughts
• Teams
from
the
Tao-‐te-‐
Ching”
(19-‐31).
• Post
#17
Questions
(TBD
based
on
teams)
for
Critical
Reading:
(page
31).
• Post
#18
QHQ
Lao-‐Tzu
• Remember,
essay
#1
is
due
Friday
before
noon.
Government
Lao-‐Tsu
and
Machiavelli
¡ Essay
#1:
email
to
¡ Read
A
World
of
Ideas:
palmorekim@fhda.edu
Government:
Machiavelli
"The
¡ Introduce
Essay
#2:
Qualities
of
the
Prince”
pages
35-‐
GOVERNMENT
50
¡
Discussion:
Lao-‐Tzu
¡ Post
#19
Questions
(TBD
based
"Thoughts
from
the
Tao-‐te
on
teams)
for
Critical
Reading:
Ching”
(19-‐31).
(page
50)
¡ Bio
¡ Post
#20
QHQ
Machiavelli
¡ Rhetorical
Strategies
¡ Study
Vocabulary
¡ Questions
for
Critical
Reading
¡ Consider
Essay
#2:
Which
of
the
¡ QHQ
(time
permitting)
prompts
about
Lao-‐Tzu
would
you
¡ Suggestions
for
Writing:
choose?
Group
discussion
¡ Vocabulary
(time
permitting)
• Discussion:
Machiavelli
"The
Qualities
of
the
Prince"
• Biography
• Rhetorical
Strategies
• Questions
for
Critical
Reading
• QHQ
Discussion
Vocabulary
(Time
Permitting)
• Essay
#2:
Choose
your
prompt
(Time
Permitting)
• Post
#21:
Apply
the
philosophy
of
Machiavelli
and/or
Lao-‐Tzu
to
A
Game
of
Thrones?
• Post
#22
Essay
#2
(before
due
date)
• Essay
#2:
Electronic
copy
due
this
Friday
before
noon.
• Study
Vocabulary
for
exam
#4:
Next
Class
4.
Class
12
•
•
•
Week
7
Feb
17
Essay
#3
Class
13
Class
14
•
•
•
•
Vocabulary
Exam
#4:
15
mins
Discussion
Lao-‐Tzu/
Machiavelli:
Examples
and
preparation
Group
Preparation
for
discussion
of
Philosophy
and
A
Game
of
Thrones.
Class
Discussion
Essay
#2
writing
tips
Group
Preparation
for
Cicero
Homework
Essay
#3
Justice
Cicero
• Read
A
World
of
Ideas:
Marcus
Tullius
Cicero
"The
Defense
of
Injustice"
(119-‐129)
• Post
#23
Questions
for
Critical
Reading:
(page
129)
• Post
#24
QHQ
Cicero
• Remember,
Essay
#2
is
due
by
noon
on
Friday:
palmorekim@fhda.edu
Justice
Cicero
and
Thoreau
• Review:
Machiavelli
or
Lao-‐ • Read
A
World
of
Ideas:
Henry
Tzu
David
Thoreau
"Civil
Disobedience"
(133-‐157)
• Introduce
Essay
#3:
Justice:
• Post
#25
Questions
(TBD)
for
• Discussion:
Cicero
"The
Critical
Reading:
(page
157)
Defense
of
Injustice"
• Post
#26
QHQ
Thoreau
• Bio
• Rhetorical
Strategies
• Questions
for
Critical
Reading
•
QHQs
• Suggestions
for
Reading:
Thoreau
• Review:
Thoughts
on
• Essay
#3
(2-‐3
pages):
Choose
your
Cicero?
topic
from
"Suggestions
for
Writing"
pages
129-‐30,
prompts
1-‐
• Essay
#3:
Justice:
Due
Friday
9
or
pages
157-‐58,
prompts
1-‐6
November
14
at
noon.
• Post
#27
The
introduction
and
• Discussion:
Thoreau
thesis
for
Essay
#3
• Bio
• Post
#28
How
can
we
apply
the
• Rhetorical
Strategies
philosophy
of
Cicero
and/or
• Questions
for
Critical
Reading
Thoreau
to
A
Game
of
Thrones?
• QHQ
Thoreau
• Suggestions
for
Writing
Essay
#3
5. Week
8
Feb
24
•
Class
15
•
Essay
#3
Questions
or
•
Comments
Group
Discussions:
Justice
•
and
A
Game
of
Thrones
o Get
into
your
teams
to
•
consider
the
application
of
Cicero
and
Thoreau
to
A
Game
of
Thrones
o Class
discussion:
Cicero/Thoreau
and
A
Game
of
Thrones
In-‐class
writing:
Generating
Prompts
•
•
Essay
#4
Class
16
Week
9
Mar
3
Class
17
•
Essay
#4
Privilege
and
Perspective
Plato
Essay
#3
Due
Friday,
November
15
before
noon
Read
A
World
of
Ideas:
Plato's
"Allegory
of
the
Cave"
(443-‐453)
Post
#29
Questions
(TBD)
for
Critical
Reading:
(pages
453-‐54)
Privilege
and
Perspective
Plato
and
Woolf
• Read
A
World
of
Ideas:
• Introduce
Section
#
4:
Privilege
and
Perspective
•
Virginia
Woolf
"Shakespeare’s
Sister"
• Discussion:
Plato's
(761-‐776)
"Allegory
of
the
Cave"
• Post
#30
Questions
(TBD)
for
o Bio
Critical
Reading:
(page
776)
o Rhetorical
Strategies
• Post
#31
QHQ
Woolf
o Questions
for
Critical
• Remember,
Essay
#3
is
due
Reading
Friday
before
noon
• Introduce
Essay
#4:
In-‐class
essay
•
•
No
Formal
Meeting
•
•
Woolf Section
#
4:
• Prepare
for
essay
test
4
Privilege
and
Perspective
•
Post
#
3
2
HQ:
How
can
we
Q
Discussion:
Woolf's
apply
the
ideas
of
Plato
and
Woolf
“Shakespeare’s
Sister"
to
A
Game
of
Thrones?
Make
sure
o Bio
to
include
textual
support
in
your
o Rhetorical
Strategies
post.
You
might
consider
how
o Questions
for
Critical
Woolf’s
notions
can
be
extended
Reading
beyond
the
realm
of
women.
o QHQ
Essay
#4
Individual
Meetings
• By
appointment
6.
Essay
5
Week
10
Mar
10
Class
18
Final
Paper
•
•
•
•
Class
19
•
•
Week
11
Mar
17
Class
20
•
•
•
•
Class
21
•
End
of
quarter
plan
Group
Discussions:
Perspectives
and
A
Game
of
Thrones
Introduce
Essay
#5
In-‐class
writing:
Generating
prompts
End
of
Quarter
Plan
In-‐Class
exam:
Essay
#4
Post
#33:
Post
an
essay
prompt
that
you
wrote
for
essay
#5.
• Post
#34
Pick
and
post
two
potential
essay
questions
for
essay
#5.
You
can
use
the
one
you
wrote
and
one
from
the
formal
prompts,
or
you
can
use
two
from
the
list
that
I
provided.
Write
a
one
or
two
sentence
answer
to
the
prompt.
(a
rough
thesis)
• Prepare
for
in-‐class
essay
• Post
#35:
Essay
#5
Brainstorming:
Free-‐writing
what
you
know
about
your
topic
250
words
• Begin
Research
for
essay
support
• Post
#36:
Post
tentative
sources
for
essay
#5
(MLA
format)
• Study
for
Vocabulary
Make-‐up
Exam
Prepare
essay
revision:
Due
Friday,
Dec.
6
before
noon.
•
End
of
Quarter
Plan
• The
Last
Post
#37:
Outline
and
Make
up
Vocab
Exam
Thesis
f
or
Essay
5
• Finish
your
revision:
Due
Friday,
In-‐class
writing:
Self
Dec.
6
before
noon
Assessment
• Work
on
essay
#5:
Due
Thursday,
Drafting
Essay
#5
Dec.
12
before
noon.
• Remember,
we
will
not
have
a
formal
meeting
on
Thursday.
I
will
be
available
for
conferences
in
my
office
during
class
hours.
I
do
suggest
making
an
appointment
by
email
if
you
want
to
see
me.
• See
you
in
class
for
the
final!
Individual
Meetings
in
my
• Self
Assessment
and
Revision:
office
due
F
riday,
Dec.
6
before
noon
• Remember,
Essay
5
due
Thursday,
Dec
12
before
noon
7. Week
12
Mar
24
Final
(22)
Friday
March
28th
7am-‐9am
§
§
§
25
participation
points
Final
discussion
Film
Screening
•
The
End!